J->KACTICAL 
ENGLISH 


O'TOOLE 


TEACHER'S  MANUAL 


PRACTICAL  ENGLISH 

FOR    NEW   AMERICANS 


BY 

ROSE   M.   OTOOLE 


TEACHER'S  MANUAL 


D.  C.  HEATH  &  CO.,  PUBLISHERS 
BOSTON  NEW  YORK  CHICAGO 


COPYRIGHT,  1920  AND  1921, 
BY  D.  C.  HEATH  &  CO. 

21*  I 


Obv 


5074  I 


PREFATORY  NOTE 

The  author  is  indebted  to  Mr.  John  F.  McGrath,  Principal  of 
the  Eliot  School,  Boston,  Massachusetts,  for  his  many  helpful 
suggestions;  to  Mr.  James  Farrell,  Chief  Examiner  for  New  Eng- 
land, Bureau  of  Naturalization,  for  his  expert  assistance  in  com- 
piling the  naturalization  "Facts"  found  at  the  end  of  each  lesson; 
to  Dr.  Henry  C.  Link,  Industrial  Psychologist,  for  his  exposition 
of  the  psychological  principles  involved;  and  especially  to  Mr.  M. 
E.  Fitzgerald,  Superintendent  of  Schools  in  Cambridge,  Massa- 
chusetts, who  has  been  a  constant  source  of  inspiration  to  the 
author  in  her  work  with  the  foreign  born,  and  without  whose  aid 
and  encouragement  this  book  would  never  have  been  attempted. 


MESSAGE  TO  TEACHERS 

It  has  been  my  privilege  for  the  past  ten  years  to  observe  and 
study  the  teaching  methods  of  Miss  Rose  M.  O'Toole  in  her  work 
with  the  non-English  speaking  pupils  in  the  city  of  Cambridge. 

Her  remarkable  success  as  a  teacher  of  the  foreign-born  first 
manifested  itself  in  the  Evening  Schools.  This  success  led  to  her 
appointment  as  model  teacher,  her  work  embodying  the  training 
and  supervision  of  inexperienced  teachers  in  this  highly  important 
field  of  immigrant  education. 

Her  work  has  since  grown  from  instructor  of  Americanization  in 
plant  classes  to  that  of  an  industrial  director  of  Americanization, 
with  the  supervision  and  direction  of  several  Americanization 
schools. 

Miss  O'Toole's  success  has  been  due  largely  to  certain  factors 
which  characterize  her  work;  first,  a  careful  analysis  of  and  her 
keen  insight  into  the  needs  of  the  adult  alien;  second,  a  sympa- 
thetic understanding  of  his  difficulties;  and  third,  the  close  con- 
tact and  actual  experience  of  the  teacher  in  the  classroom. 

The  lessons  and  methods  developed  in  this  book  are  based  on 
the  foregoing  factors, — that  is,  upon  real  experience  and  solid 
practice.  They  are  well  balanced  and  practical.  They  are  suited 
to  the  needs  of  adult  minds  and  have  grown  out  of  and  been  t.est- 
ed  by  actual  classroom  experience. 

It  is  generally  admitted  that  a  great  deal  of  the  reading  matter 
presented  to  the  alien  is  too  difficult  for  his  comprehension.  There 
is  not  a  sufficient  amount  of  easy  reading  material  to  allow  the 
pupil  to  acquire  anything  like  fluency.  He  is  given  only  what 
would  be  called  a  meagre  supply  of  beginners'  reading  before  he 
is  thrust  headlong  into  intermediate  work  far  beyond  his  ability 
to  grasp  or  retain. 

vii 


viii  MESSAGE    TO   TEACHERS 

The  outstanding  features  of  this  book  are  that  it  provides  a 
generous  amount  of  simple  reading,  with  constant  repetition  and 
review  by  means  of  various  devices,  and  that  the  lessons  are  so 
evenly  and  carefully  graded,  at  the  same  time  supplying  a  fund  of 
interesting  and  practical  reading  material,  that  the  pupil  is  en- 
couraged by  his  ability  to  grasp  the  subject-matter  to  continue 
his  study  of  English  in  the  intermediate  and  advanced  classes. 

A  unique  feature  of  this  book  is  the  introduction  of  "Facts"  at 
the  end  of  each  lesson.  The  pupils  memorize  these  "Facts,"  and 
while  learning  the  mechanics  of  English  are  also  laying  the  foun- 
dation of  a  knowledge  which  will  fit  them  for  the  examinations  for 
naturalization  and  help  them  to  become  intelligent  citizens. 

Idioms  are  found  at  the  head  of  many  lessons,  the  knowledge  of 
which  will  smooth  out  many  of  the  idiosyncrasies  of  speech  heard 
from  the  immigrant  in  his  effort  to  master  our  everyday  expres- 
sions. 

I  strongly  commend  this  book  to  all  those  who  are  engaged  in 
the  work  of  teaching  the  foreign  born,  feeling  confident  that  its 
use  will  guide  the  inexperienced  teacher  intelligently,  and  prove  a 
valuable  contribution  to  the  more  experienced  teacher  who  is  ac- 
quainted with  the  problems  and  needs  of  adult  pupils. 

To  the  pupil  himself  it  will  be  an  invaluable  aid  in  his  worthy 
endeavor  to  become  acquainted  with  our  language  and  our  gov- 
ernment. 

M.  E.  FITZGERALD 

Superintendent  of  Schools 

Cambridge,  Mass. 


CONTENTS 


INTRODUCTION 1 

Principles  of  Method  and  Content.  Method  of  Francois  Gouin.  The 
Objective  Method.  The  So-called  Laboratory  Method.  Use  of  Pic- 
tures. Application  of  Discussed  Methods.  An  Experiment.  De- 
velopment of  Pivotal  Words  and  Sentences.  Lesson  Procedure. 
Model  Lesson.  Reading.  Use  of  Book.  Where  Leaflets  are  Used. 
Sight  Reading.  Conversation.  Personal  Information.  Subjective 
Language  and  Idioms.  Use  of  Variants.  Verb  Forms.  Memorizing. 
Writing.  Arithmetic.  Phonics.  The  First  Lesson.  Review  and 
Drill.  Devices. 

TIME  SCHEDULE  AND  CLASS  ROOM  PROGRAM 22 

Greeting.  Alphabet  Study,  or  Number  Exercises.  Personal  Infor- 
mation. Conversation  and  Reading  Lesson.  Writing  Lesson — Dic- 
tation. Phonics.  Informal  Language,  Including  Study  of  Signs. 
Sight  Reading.  Facts — Memorizing. 

MODEL  LESSON 24 

Lesson  I.  Greeting.  Alphabet  Drill.  Counting.  Personal  Infor- 
mation. Conversation  arid  Development  of  Pivotal  Words.  Sen- 
tence Building  Using  Pivotal  Words.  Drill.  Writing.  Dictation. 
Phonics.  Informal  Language.  Signs.  Sight  Reading.  Facts. 
Memorizing.  Closing.  . 

DEVICES 36 

i.  Word  Recognition:  Class  Drill,  ii.  Word  Recognition:  Card 
and  Blackboard  Drill  Introducing  Idiom,  iii.  Word  Recognition: 
Individual  Drill:  Use  of  Complete  Sentences,  iv.  Color  Vocabu- 
lary and  Incidental  Use  of  Prepositions,  v.  Development  of  Vo- 
cabulary Through  Graphic  Representation,  vi.  Recognition  and 
Drill  on  Difficult  Words.  -  vii.  Rapid  Drill,  viii.  Test  for  Un- 
known Words,  ix.  Class  Activity  and  Drill,  x.  Drill  on  Nouns, 
xi.  Drill  on  Verbs,  xii.  Drill  on  Nouns  and  Verbs,  xiii.  Device 
for  Sight  Reading,  xiv.  Numbers,  xv.  To  Be  Used  in  Review  of 
Signs,  xvi.  Review  of  Difficult  Sentences,  xvii.  Writing:  Filling 
in  Blanks,  xviii.  Physical  Training  Device,  xix.  Weather  Record 
Device,  xx.  Phonics. 

CONDUCT  or  AMERICANIZATION  IN  FACTORY  CLASSES       .     .    45 

Management.  "Selling"  the  English  Classes.  Organization.  Co- 
operation. Lantern  Slides  and  Films.  Libraries.  Social  Activities. 

ix 


x  CONTENTS 

THE   INTERMEDIATE   SERIES 

PACK 

ORAL  READING 58 

SILENT  READING • 59 

Devices  for  Testing  Silent  Reading. 

SPELLING 60 

Devices  to  Aid  in  Spelling. 

ARITHMETIC 63 

Factory  and  Related  Arithmetic. 

GRAMMAR 64 

NATIONAL  AND  RACIAL  HOLIDAYS 65 

ALLOTMENT  OF  TIME  IN  AN  INTERMEDIATE  CLASS      ...     66 

Time  Schedule  and  Class  Room  Program. 

A.  Arranged  for  a  One  Hour  Session. 

B.  Arranged  for  a  Two  Hour  Session. 

CLOSING  EXERCISES 69 

Invitation. 
Program. 

EXHIBIT  OF  SCHOOL  WORK 72 

ECONOMY  OF  TIME  IN  CLASS  ROOM  PROCEDURE    ,  74 


INTRODUCTION 

The  pressing  need  for  Americanization  calls  for  a  much 
greater  number  of  teachers  than  have  been  trained  for  the 
purpose.  It  is  of  urgent  necessity  that  this  teaching  may  not 
be  haphazard  or  unorganized. 

Of  the  twofold  purpose  of  this  book,  one  is  to  present  a 
method  so  thoughtfully  worked  out,  so  carefully  analyzed  in 
detail  of  class  procedure  and  time  allotment,  that  even  an 
entirely  inexperienced  teacher  can  handle  it  in  such  a  way  that 
definite  and  valuable  results  will  be  obtained. 

The  second  purpose  is  to  present  instruction  to  the  foreigner 
which  shall  be  at  once  useful  and  practical,  and  of  such  a 
•nature  that  he  will  see  its  direct  application  in  his  daily  life, 
and  which  will  enable  him  to  understand  and  converse  with 
English-speaking  people  on  questions  of  American  life  and 
government. 

The  organization  of  material  and  subject  matter  is  based 
on  logical  and  psychological  principles,  guided  by  actual 
experience. 

The  fact  that  the  immigrant  pupil  has  been,  up  to  the  pres- 
ent time,  such  a  variable  quantity  in  evening  schools,  makes  it 
necessary  to  consider  carefully  what  shall  be  presented  to 
him  and  how  it  shall  be  presented.  Acting  on  these  consid- 
erations the  author  has  thought: 

i st.  Of  the  student,  of  his  immediate  needs,  and  of  the 
many  situations  in  which  the  knowledge  of  English  is  in- 
dispensable. 


2  PRACTICAL   ENGLISH 

2<i.  Of  arranging  the  material  in  such  a  way  that  the 
lessons  are  based  on  the  actual  experiences  of  the  student,  and 
follow  in  a  natural  sequence  of  development. 

3d.  Of  grading  the  vocabulary,  especially  in  the  early 
lessons,  so  that  it  may  not  be  too  comprehensive,  and  that 
sufficient  repetition  may  be  provided  so  that  the  text  does  not 
become  so  difficult  and  exhaustive  as  to  create  confusion  in 
the  pupil's  mind. 

4th.  Of  presenting  the  lessons  with  an  enlivening  interest, 
including  a  variety  of  devices,  in  order  that  the  pupil  may  be 
stimulated  to  attend  school  regularly,  and  acquire  new  and 
higher  standards  of  achievement. 

It  will  be  seen  that  the  method  is  comprehensive  and 
flexible,  giving  ample  room  for  the  originality  of  the  experi- 
enced teacher.  It  is  true  that  no  one  particular  method  or 
text  will  suit  the  needs  of  every  class,  and  that  any  method 
or  text  finds  its  fullest  expression  when  adapted  to  those 
needs,  and  when  the  ingenuity  of  the  individual  teacher  is 
employed  in  its  use.  The  author  commends  this  method 
and  text  to  such  adaptation  and  use. 

A  knowledge  of  the  " Facts"  found  at  the  end  of  each  lesson 
will  enable  a  student  to  pass  the  naturalization  examination 
for  citizenship.  These  " Facts"  have  been  examined  and 
approved  by  Mr.  James  E.  Farrell,  one  of  the  chief  Naturaliza- 
tion Examiners  of  the  Federal  Government. 

The  following  pages  are  the  product  of  ten  successive  years' 
experience  and  careful  study  of  the  best  and  most  practical 
methods  of  teaching  English  to  foreigners.  No  lesson  is 
introduced,  no  method  or  device  presented,  which  has  not 
actually  been  developed  and  tried  out  in  the  classroom,  within 
the  personal  experience  of  the  author  in  working  with  foreigners 
as  an  evening  school  teacher,  as  a  model  teacher  and  supervisor 


INTRODUCTION  3 

of  evening  school  classes,  as  an  instructor  of  plant  classes, 
and  as  a  Director  of  Americanization  in  Industry. 

PRINCIPLES  or  METHOD  AND  CONTENT 

It  is  generally  admitted  that  to  teach  English  to  foreigners 
in  the  most  practical  and  economical  way, — that  is,  in  the 
minimum  of  time, — it  is  necessary  to  employ  a  Direct  Method. 
We  may  define  a  Direct  Method  as  one  in  which  English  is 
the  medium  of  instruction. 

It  is  undoubtedly  a  fact,  that  interest  and  even  enthusiasm 
can  be  aroused  in  the  most  phlegmatic  pupils,  if  the  teacher 
can  speak  or  write  the  foreign  equivalent  of  a  technical  or 
abstract  phrase  which  she  may  have  difficulty  in  teaching. 
This  gives  a  personal  touch,  and  the  bond  of  sympathy  that  it 
creates,  aside  from  its  pedagogical  value,  cannot  be  denied. 
It  is,  however,  true,  that  the  further  use  of  the  foreign  equiva- 
lent is  unadvisable  and  impractical.  There  is  danger  of 
developing  an  Indirect  or  Translation  Method,  which  at  best 
is  a  long-drawn-out  and  tedious  procedure,  in  that  it  teaches 
the  pupil  to  think  in  the  foreign  language  rather  than  in 
English.  For  this  reason  all  of  the  methods  employed  in  this 
book  are  Direct  Methods. 

It  may  be  said  that  methods  resolve  themselves  into  a  few 
of  primary  importance,  which  are  most  effective  in  class 
work.  No  one  of  these  methods  is  complete  within  itself,  no 
one  of  them  could  be  developed  and  used  to  advantage  to  the 
exclusion  of  all  the  others;  instead,  the  employment  of  the 
best  features  in  the  many  varieties  of  methods  is  necessary 

in  practice. 

METHOD  OF  FRANCOIS  GOUIN 

The  Theme-Series  Method  as  developed  by  M.  Gouin  is 
the  result  of  his  experiences  while  endeavoring  to  learn  the 


4  PRACTICAL    ENGLISH 

German  language.  He  had  tried  vainly  to  master  this 
language  through  an  exhaustive  study  of  the  dictionary,  the 
study  of  grammar,  by  translation,  and  in  many  other  ways, 
but  was  unsuccessful  in  his  attempts.  He  finally  found  the 
key  to  the  situation  after  observing  how  a  child  who  had  made 
a  trip  to  the  mill  and  had  seen  flour  made  went  over  its  experi- 
ences at  play.  From  this  study  of  the  child  as  it  played  and 
talked,  he  built  up  his  method  of  teaching  a  language  by 
means  of  the  "theme."  A  theme  is  a  series  of  connected 
sentences  which  describe  the  particular  acts  which  serve  to 
define  a  general  act. 

For  example: 

walk I  walk  towards  the  door. 

draw  near I  draw  near  to  the  door. 

get  to I  get  to  the  door. 

stop I  stop  at  the  door. 

stretch  out I  stretch  out  my  arm. 

take  hold   ......  I  take  hold  of  the  handle. 

turn I  turn  the  handle. 

pull I  pull  the  door. 

moves The  door  moves. 

turns The  door  turns  on  its  hinges. 

let  go I  let  go  the  handle. 

This  procedure  is  manifestly  too  intricate  to  present  to 
a  class  of  beginners.  It  illustrates  the  sequence  of  time  and 
action,  however,  and  a  " theme"  may  be  developed  in  a 
much  simpler  form  which  describes  the  act  sufficiently  for  all 
practical  purposes. 

The  sentences  in  the  theme  are  related  to  one  another, 
spoken  and  written  in  logical  sequence,  and  are  a  detailed 
description  of  the  act  performed. 

The  Gouin  Method  is  dramatic  in  form;  it  deals  primarily 


INTRODUCTION  5 

with  the  verb,   and   recommends  itself  as  being  especially 
useful  in  teaching  action. 

The  development  of  subjective  language  which  is  dwelt 
upon  later,  enables  the  pupil  to  acquire  incidentally  many 
idiomatic  phrases. 

THE  OBJECTIVE  METHOD 
(Using  the  theme  as  a  vehicle  of  expression) 

The  Objective  Method  is  largely  a  visual  method,  and 
deals  with  the  noun,  or  the  name  of  the  object  the  pupil  sees. 
He  already  knows  what  the  object  is,  knows  its  name  in  his 
own  language,  and  wants  to  know  its  name  in  English. 

There  is  always  a  fund  of  valuable  objective  material 
obtainable,  such  as  household  utensils,  articles  of  dress,  the 
tools  used  at  work,  etc.,  which  can  be  taught  simply  and  easily 
through  the  Objective  Method. 

The  Objective  Method  has  an  important  function,  and  its 
value  should  not  be  underestimated.  To  quote  from  a  recent 
textbook  on  Americanization:  "This  method  offers  the 
easiest  approach  to  the  task  of  initiating  the  immigrant  into 
the  mysteries  of  English  speech." 

Thus  far  we  have  the  Dramatic  or  Verb  Method,  which  is 
excellent  in  expressing  action  and  movement,  and  which  is 
especially  useful  in  teaching  the  verb,  with  its  accompanying 
dramatization,  plus  the  Objective  Method,  which  deals  with 
the  noun,  the  adjective,  and  the  prepositional  phrase.  Each 
of  these  methods  has  an  important  function  in  the  teaching  of 
English,  but  neither  should  be  over-emphasized  at  the  expense 
of  the  other.  They  are  mutually  complementary,  and  only 
through  the  dovetailed  use  of  both  can  the  best,  quickest, 
and  most  accurate  working  knowledge  of  our  language  be 
gained. 


6  PRACTICAL  ENGLISH 

THE  SO-CALLED  LABORATORY  METHOD 

The  Laboratory  Method  or  Device  is  employed  to  a  greater 
extent  with  intermediate  and  advanced  classes  than  with 
beginners.  It  consists  of  teaching  in  their  natural  setting 
such  lessons  as  cannot  be  adequately  illustrated  in  the  class- 
room. A  trip  taken  by  the  teacher  and  pupils  to  the  public 
library,  the  fire  station,  or  to  city  hall,  will  do  much  to  clear 
up  a  great  deal  that  is  vague  in  the  minds  of  foreigners  con- 
cerning our  public  institutions. 

USE  OF  PICTURES 

If  it  is  impossible  to  make  trips  to  the  library  and  other 
places  of  interest,  pictures  may  be  used  as  illustrations.  Also, 
when  objects  cannot  be  introduced,  pictures  may  be  used  to 
advantage.  Much  of  interest  can  be  gained  from  their  use, 
illustrating  scenes  in  country,  city,  or  domestic  life,  and  the 
activities  of  great  industrial  concerns. 

The  impression  obtained  by  the  pupil  is  not  as  clear  as  if  a 
personal  visit  were  made,  or  as  if  the  desired  object  were  at 
hand,  but  it  is  sufficiently  valuable  to  recommend  its  use 
where  a  trip  is  impracticable,  or  adequate  objectivication 
impossible.  Every  illustration  should  have  a  definite  value 
if  its  use  is  to  be  employed.  It  is  better  to  omit  a  lesson  rather 
than  present  it  in  a  vague  form  by  means  of  an  unsuitable 
picture. 

APPLICATION  OF  DISCUSSED  METHODS 

The  application  of  the  discussed  methods  as  applied  in  this 
book  is  as  follows: 

I.  The  theme  is  used  as  the  vehicle  of  expression. 

II.  The  themes  are  dramatized,  giving  particular  attention 
to  the  verb. 


INTRODUCTION  7 

III.  The  lessons  are  objectified,  with  special  reference  to 
the  noun,  the  adjective,  and  the  prepositional  phrase. 

IV.  Field   trips   to   the  fire   station,   city  hall,   etc.,   are 
recommended . 

V.  Pictures  may  be  used  for  illustration  when  objects  are 
not  at  hand  and  when  field  trips  are  not  possible. 

AN  EXPERIMENT 

For  the  purpose  of  arriving  at  the  best,  simplest,  and  most 
comprehensive  line  of  attack  in  presenting  the  theme,  the 
author  took  up  the  study  of  a  foreign  language,  and  made  note 
of  the  experiences,  difficulties,  and  successes  in  that  study, 
anci  the  causes  which  contributed  to  each. 

Several  lessons  were  studied  which  employed  the  sentence 
as  the  unit  of  advance  before  any  special  preparation  had  been 
made  to  become  acquainted,  through  dramatization  or  objec- 
tivication,  with  the  various  units  within  the  sentence. 

It  was  found  that  in  order  really  to  understand  the  sentence 
thoroughly,  analyzing  the  sentence  itself  was  necessary  to 
find  what  each  unit  in  it  was.  The  same  experience  was 
obtained  that  M.  Gouin  had  in  his  study  of  German — the 
sentence  itself  sounded  like  one  long  word. 

Several  lessons  were  then  studied  in  which  a  series  of 
pivotal  or  key  words  were  presented  and  their  meanings 
taught  by  use  of  the  objective  and  dramatic  methods,  before 
undertaking  the  study  of  the  sentences.  The  sentences  were 
then  taken  up  as  before.  , 

It  was  found  that  these  lessons  were  undoubtedly  the 
clearer,  and  weeks  afterward  when  both  sets  of  lessons  were 
reviewed  for  the  purpose  of  testing  the  experiment,  it  was 
found  that  the  latter  group  contained  the  ones  that  were 
retained. 


8  PRACTICAL    ENGLISH 

DEVELOPMENT  OF  PIVOTAL  WORDS  AND  SENTENCES 

The  result  of  this  experiment  confirmed  the  author's  belief, 
gained  through  many  years  of  teaching,  that  to  present  a 
series  of  related  pivotal  words,  arranged  in  their  proper 
setting,  and  in  logical  sequence  of  development,  to  objectify 
and  dramatize  this  series  of  words,  and,  using  them  as  a 
basis  for  thought,  to  have  the  class  itself  develop  and 
make  up,  by  means  of  conversation  and  questions,  the 
series  of  related  sentences  which  form  the  theme,  has  a 
greater  pedagogical  value  than  to  give  the  pupil  a  series 
of  sentences  already  grouped  and  arranged  for  him  by  some 
one  else. 

If  we  learn  to  do  by  doing,  by  this  method  the  pupil  must 
learn,  for  he  does  it  all.  He  participates  in  the  oral  conversa- 
tion when  the  pivotal  words  are  presented;  he  sees  them 
objectified;  and  he  dramatizes  them.  They  are  not  isolated 
words;  they  are  connected,  related,  and  associated,  and  they 
are  the  basis  from  which  the  pupil  himself  formulates  the 
sentences,  which  are  linked  together  in  logical  sequence  of 
time  and  development. 

In  the  development,  the  pupil  should  be  given  the  word 
orally  only  after  he  has  seen  the  object,  or  knows  the  meaning 
of  the  word  through  dramatization.  Only  after  he  knows  its 
pronunciation  and  meaning  thoroughly,  should  he  see  the 
written  form  of  the  word,  and  no  word  should  ever  be  pre- 
sented in  the  abstract;  every  word  should  be  related  to  a 
concrete  illustration,  or  object  already  known,  and  of  personal 
interest  to  the  student. 

The  procedure  of  developing  the  sentences  from  the  pivotal 
words  already  known  is  informal  and  develops  the  imaginative, 
conversational,  and  constructive  powers  of  the  pupil.  He 


INTRODUCTION  9 

can  say  what  he  wishes  to  say.  He  is  encouraged  to  take 
the  initiative  in  the  class-room,  to  enter  into  a  real  con- 
versation in  a  natural,  life-like  fashion,  rather  than  merely 
to  repeat  in  a  stilted,  formal  way  the  sentences  which  are 
constructed  by  the  teacher, — the  product  of  her  brain  activ- 
ity rather  than  his. 

We  can  teach  the  immigrant  to  talk  by  talking,  rather  than 
by  the  artificial  procedure  of  repeating  a  number  of  short 
sentences  already  arranged  and  constructed  by  some  one 
other  than  the  pupil  himself. 

The  question  arises,  does  not  the  formal  theme,  in  the 
construction  of  which  the  pupil  does  not  participate,  give  him 
a  perverted  and  unnatural  idea  of  our  language?  Does  it 
teach  him  to  speak  English  as  well  as  to  read  it? 

It  is  necessary  that  the  pupil  should  understand  the 
English  which  goes  to  make  up  the  theme  first,  even  if  it 
be  only  a  few  words,  that  he  should  not  only  understand 
this  simple  English,  but  that  he  should  also  be  taught  how 
to  use  it  in  conversation,  and  in  the  construction  of  the 
sentences  that  form  the  theme.  Otherwise  the  educational 
value  of  the  theme  is  lessened,  in  that  it  teaches  him  to 
speak  the  formal  thoughts  of  others. 

The  development  of  the  theme  allows  and  encourages  a 
variety  in  sentence  structure.  It  permits  the  immediate 
correction  of  the  ordinary  mistakes  in  these  sentences,  and 
emphasizes  that  correction,  not  only  through  the  ear,  but  by 
visualization  when  the  sentences  are  written  on  the  black- 
board. 

English  must  be  taught  in  such  a  way  that  it  gives  the  pupil 
the  power  to  use  it  out  of  the  classroom  as  well  as  in  the  class- 
room. It  must  be  taught  in  such  a  way  that  it  functions  in 
the  home,  in  the  shop,  and  on  the  street. 


io  PRACTICAL   ENGLISH 

LESSON  PROCEDURE 

The  lesson  procedure,  as  based  on  the  foregoing  analysis, 
consists  of  the  following  steps. 

I.  Oral  presentation  of  pivotal  or  key  words,  with  drama- 
tization and  objectivication.     List  to  be  written  on  the  black- 
board word  by  word  as  presented. 

II.  Oral  construction,  by  the  pupil,  of  sentences  which 
form  the  theme,  from  the  list  of  pivotal  words.     Sentences  to 
be  written  on  the  blackboard  as  developed. 

III.  Drill  on  the  lesson  as  written  on  the  blackboard  by 
means  of  various  devices,  for  the  purpose  of  clinching  new 
words  or  difficult  phrases. 

IV.  Oral  reading  from  the  blackboard. 

V.  Oral  reading  of  the  corresponding  lesson  in  the  book 
or  from  the  leaflets. 

MODEL  LESSON 

The  model  lesson  on  pages  24-35  exemplifies  exactly  the 
various  steps  in  development  here  set  forth,  and  illustrates 
them  concisely  in  practice.  Each  minute  detail  is  worked 
out,  so  that  the  totally  inexperienced  teacher  cannot  fail,  or 
even  have  any  difficulty  in  following  the  procedure  indicated. 
The  model  lesson  should  be  studied  carefully.  There  is  no 
step  included  in  the  class  procedure  that  the  teacher  can 
afford  to  omit. 

READING 

The  reading  in  itself,  after  the  development  of  the  pivotal 
words  and  sentences,  is  a  simple  and  pleasurable  proceeding. 
There  is  no  need  or  excuse  for  halting,  stumbling,  meaningless 
calling  of  words.  The  oral  presentation,  and  actual  use  of  the 


INTRODUCTION  n 

words  preceding  the  reading  lesson  obviates  the  possibility  of 
any  lack  of  recognition,  pronunciation,  or  understanding. 


USE  or  BOOK 

Each  lesson  in  the  book  consists  of  (i)  a  list  of  pivotal  words, 
(2)  sentences  in  the  form  of  a  theme,  using  those  words,  (3)  a 
Fact  (see  page  2),  (4)  exsrcisss  which  provide  a  test  for  the 
pupil's  understanding  of  the  text,  and  introduce  further 
drill  and  varied  sentence  structure,  and  which  form  the  basis 
for  conversation  and  discussion. 

The  lesson  in  the  book  should  be  read  after  the  blackboard 
lesson  has  been  taught,  from  which  it  will  differ  in  some  re- 
spects, because  the  blackboard  lesson  is  constructed  from  the 
actual  experiences  of  the  individuals  in  the  "class,  although  the 
lesson  subject  and  vocabulary  are  the  same  in  both. 

For  example,  in  Lesson  VIII  "Going  to  Work,"  the  pupil 
developing  the  second  or  third  sentence,  may  or  may  not  take 
his  lunch,  he  may  ride  to  the  factory  instead  of  walk,  etc. 

The  advantages  in  this  fact  are  very  distinct,  in  that  the 
blackboard  lesson,  using  the  pivotal  words  as  a  basis  for 
thought,  gives  a  chance  for  self-expression,  and  the  lesson  in 
the  book,  while  substantially  a  review,  takes  on  and  sustains 
a  new  interest  through  the  very  change  of  subject  matter  or 
construction. 

WHERE  LEAFLETS  ARE  USED 

Do  not  allow  the  pupils  to  have  the  leaflets  in  their  hands 
until  after  the  blackboard  lesson  has  been  taught.  The 
sentences  that  comprise  the  theme  on  the  leaflets  are  con- 
structed from  the  same  list  of  pivotal  words  used  in  the  black- 
board lesson.  By  teaching  the  blackboard  lesson  first,  the 


12  PRACTICAL   ENGLISH 

reading  will  be  free  from  the  ordinarily  too  frequent  correc- 
tions and  explanations  of  the  teacher,  thus  permitting  con- 
tinuity of  thought  as  well  as  of  oral  expression. 

The  printed  leaflet  has  been  found  very  satisfactory  in 
industrial  classes.  It  encourages  concentration  on  the  particu- 
lar lesson  being  taught,  which  is  absolutely  essential  to  the 
best  work,  and  the  pupil  can  take  it  from  the  class  for  study 
at  home  or  during  spare  moments  in  the  shop. 

SIGHT  READING 

A  valuable  exercise  in  teaching  the  foreigner  to  think  in 
English  is  employed  in  the  use  of  sight  reading  cards.  A 
sentence  is  written  on  each  card.  The  card  should  be  held 
up  before  the  class  by  the  teacher.  The  sentences  present 
orders  which  are  to  be  obeyed  with  alacrity,  without  any  oral 
reproduction  on  the  part  of  either  teacher  or  pupils.  The 
value  of  the  exercise  is  greatly  increased  if  it  can  be  carried  on 
without  even  one  word  being  spoken  from  the  beginning  to 
the  end. 

The  greatest  teaching  value  of  this  sight  reading  obtains 
when  the  subject  matter  grows  out  of  the  particular  needs 
of  the  class,  and  when  sufficient  snap  is  introduced  into  the 
exercise  so  as  not  to  give  time  for  the  mental  translation 
of  what  appears  on  the  cards,  into  the  foreign  language,  and 
then  back  into  English. 

An  interesting  review  and  valuable  drill  in  rapid  sight 
reading  is  accomplished  by  the  use  of  similar  cards,  the  read- 
ing consisting  of  sentences  from  previous  lessons  rather  than 
of  commands.  The  reading  should  be  spontaneous.  It  is  a 
good  setting-up  drill,  and  arouses  interest  and  enthusiasm, 
besides  being  a  basis  for  review.  See  Device  XIII. 


INTRODUCTION  13 

CONVERSATION 

Conversation  is  the  first  step  toward  acquiring  the  English 
language.  The  development  of  the  theme  is  an  excellent 
conversation  exercise  as  it  is  an  oral  expression  of  thoughts 
and  ideas. 

Pupils  should  be  taught  to  speak  English  first.  To  know 
how  to  express  himself  and  understand  others  is  of  more 
importance  to  the  beginner  than  to  know  how  to  read  and 
write,  although  reading  and  writing  follow  in  logical  sequence. 

There  are  several  conversation  lessons  in  the  text  which 
include  many  everyday  expressions  and  idiomatic  phrases. 
Dramatize  these  lessons  and  encourage  pupils  to  take  part  in 
original  conversations  on  similar  subjects. 

PERSONAL  INFORMATION 

The  pupil  must  be  taught  to  give  certain  Tacts  of  personal 
information  in  an  intelligent  and  intelligible  manner.  Teach 
him  to  read  these  facts  and  to  write  them.  The  value  of  being 
able  to  give  this  personal  information  when  looking  for  a 
position,  and  as  a  matter  of  identification  in  case  of  accident, 
etc.,  cannot  be  overestimated.  (See  Model  Lesson,  page  26.) 

SUBJECTIVE  LANGUAGE  AND  IDIOMS, 

Subjective  language  may  be  defined  as  the  particular 
idioms  which  the  teacher  uses  to  commend  and  encourage  the 
pupil.  No  verbal  attention  need  be  directed  to  these  phrases 
but  merely  convey  to  the  pupil,  by  play  of  feature,  gesture, 
and  inflection  of  the  voice,  the  fact  that  you  are  pleased  with 
his  effort,  that  he  does  very  well,  or  fairly  well.  This  gives  the 
teacher  an  opportunity  for  friendly  encouragement  and  com- 
mendation, and  also  develops  a  language  which  expresses  feeling. 


14  PRACTICAL   ENGLISH 

SUGGESTED  FORMS  OF  SUBJECTIVE  LANGUAGE 

Good  No,  not  that 

That's  right  Not  quite  right 

Fine  That's  it 

Excellent  Well  done 

Right  Be  careful 

That's  good  I  like  that 

Very  good  No,  not  that  way 

Try  again  No,  that's  not  it 

Idioms  are  found  at  the  head  of  many  lessons.  Direct 
attention  to  these,  and  have  them  learned.  An  intimate 
knowledge  of  our  common  idioms  would  do  much  to  correct 
and  eliminate  many  of  the  grotesque  expressions  used  by 
immigrants. 

USE  OF  VARIANTS 

In  the  early  themes  as  presented,  the  action  described  is 
that  which  the  person  performs  himself.  The  first  person 
"I"  is  used,  and  the  present  tense  of  the  verb,  as  in  Lessons 
I,  II,  III,  IV,  V,  VII,  VIII,  etc. 

In  order  that  the  action  of  another  person  or  other  persons 
may  be  described,  using  the  second  or  third  person,  singular 
or  plural,  the  use  of  the  pronouns  he,  she,  we,  you,  and  they  is 
introduced  in  Lessons  XV  and  XX. 

After  Lessons  XV  and  XX  have  been  taught,  these  pronouns 
may  be  substituted  in  the  previous  lessons  to  take  the  place  of 
"I."  To  illustrate:  A  pupil  may  describe  his  own  action  as,  "I 
walk  to  the  window."  Another  pupil  walks  to  the  window,  and 
his  action  is  described  as,  "He  walks  to  the  window."  Two 
or  three  pupils  walk  to  the  window,  and  their  action  is  de- 
scribed as,  "They  walk  to  the  window,"  thus  establishing  the 
habit  of  correct  usage  of  pronouns. 


INTRODUCTION  15 

VERB  FORMS 

The  vast  majority  of  foreign-born  men  and  women  use  the 
present  tense  of  the  verb  whether  describing  events  which  are 
occurring  or  which  have  occurred.  We  hear  them  say  almost 
invariably,  "I  go  to  City  Hall  last  night.  I  pay  my  taxes," 
instead  of  "I  went  to  City  Hall  last  night.  I  paid  my  taxes." 
One  way  of  correcting  this  almost  universal  error  is  by  not 
presenting  too  much  reading  matter  in  the  present  tense  of  the 
verb. 

In  the  first  instruction  the  present  tense  is  easier  for  the 
pupil  to  comprehend,  because  the  sentence  describing  the  act 
can  be  taught  while  the  action  is  being  performed,  and  this 
fact  justifies  its  use  in  the  early  lessons;  but  the  rareness  of 
occasions  when  in  real  life  we  say,  "I  walk  up  the  street,"  or 
"I  go  to  the  store,"  does  not  justify  its  continued  use  later 
than  the  earliest  date  on  which  the  past  tense  can  be  taken  up 
intelligently  with  a  class.  Therefore  the  past  tense  of  the 
verb  is  introduced  early  in  this  text  (Lesson  IX) ,  in  an  effort 
to  offset  this  error,  which  is  one  of  the  most  common  in  the 
speech  of  the  foreign  born.  After  taking  up  Lesson  IX  the 
previous  lessons  should  be  reread,  using  the  past  tense  instead 
of  the  present. 

MEMORIZING 

Memorize  only  that  which  will  be  helpful  to  the  pupil.  Do 
not  spend  valuable  time  memorizing  lessons  or  leaflets.  The 
teacher's  object  is  to  teach  pupils  to  read  the  lesson  under- 
standingly,  not  to  memorize  it.  The  pupil  should  memorize 
the  "Facts"  at  the  end  of  each  lesson,  the  knowledge  of  which 
will  help  him  to  pass  examination  for  naturalization  and 
make  him  a  better  citizen. 


16  PRACTICAL   ENGLISH 

WRITING 

Definite  and  specific  attention  should  be  given  to  writing. 
Merely  telling  pupils  to  "Copy  this/'  does  very  little  toward 
teaching  writing,  as  is  illustrated  by  the  fact  that  many  pupils 
at  the  end  of  the  school  year  write  much  the  same  as  they  did 
in  the  beginning,  including  the  same  errors  in  the  formation 
of  letters,  and  making  the  same  characteristic  mistakes. 

Certain  errors  are  most  common,  for  example  /  for  /.  Fre- 
quently all  the  letters  in  a  word  are  separated  as  w  a  I  k,  the 
pencil  being  taken  off  the  paper  after  writing  each  letter. 
Aside  from  being  incorrect,  much  time  is  wasted  in  this 
practice  while  writing  even  one  page. 

These  and  other  errors  common  in  penmanship  can  be 
corrected  and  handwriting  improved  only  by  well-directed 
and  systematic  effort  on  the  part  of  both  teacher  and  pupil, 
in  a  definite  writing  period,  under  supervision.  (See  Model 
Lesson,  page  32.) 

For  the  above  reasons  writing  steps  are  arranged  as 
follows. 

1.  Name  and  address. 

2.  Alphabet.     Intensive  study  of  four  letters  at  a  time, 
capital  and  small.     Study  as  to  formation,  relative  size  and 
length  above  and  below  the  line.     Letters  on  the  back  of  the 
leaflets  and  in  the  book  can  be  used  for  constant  reference  in 
writing. 

3.  Copying  simple  sentences. 

4.  Copying  sentences  from  Personal  Information  Cards. 

5.  Copying  lessons  into  note  books  for  reference,  review, 
and  out-of-class  work. 

6.  Copying  simple  letter  forms.     Addressing  envelopes. 

7.  Dictation  of  short  sentences  from  the  text,  correlating 


INTRODUCTION  17 

the  study  of  spelling.     Correction  of  dictation.     Keep  first 
dictation  papers  for  comparison  with  later  ones. 

8.  Writing  simple  letters. 

9.  Filling  in  blank  spaces  in  exercises  at  the  end  of  lessons. 
Keep   the  pupils  first  writing  or  attempt  at  writing  for 

comparison  with  writing  in  the  middle  of  the  year,  or  at  the 
end  of  it. 

ARITHMETIC 

Adult  pupils  usually  have  a  knowledge  of  number  and  are 
familiar  with  its  concept.  The  first  necessary  step  is  to  learn 
the  new  name  for  the  concept  they  already  possess.  They 
should  be  taught  to  count,  read,  and  write  numbers,  using 
the  objects,  the  articles,  and  the  people  in  the  room  as  illustra- 
tions in  counting.  Money  should  also  be  used  to  illustrate 
when  possible.  Simple  problems  should  be  taught,  the  read- 
ing and  understanding  to  be  emphasized  before  their  solution 
is  attempted.  All  work  in  arithmetic  should  be  practical  and 
suited  to  the  immediate  needs  of  the  class. 

PHONICS 

The  teaching  of  phonics  is  especially  valuable  to  the  adult 
foreigner,  for  he  is  usually  conscious  of  his  difficulties  and 
shortcomings  in  the  matter  of  enunciation,  pronunciation, 
and  accent,  and  desires  to  correct  them. 

The  study  of  phonics  is  the  logical  method  of  correction, 
and  a  few  minutes'  intensive  study  each  session  will  do  more 
to  acquaint  him  with  the  correct  pronunciation  of  troublesome 
sounds  than  can  be  done  incidentally  in  a  much  longer  time. 

Phonic  study  also  opens  up  untold  possibilities  in  the 
matter  of  vocabulary.  Far  more  can  be  done  for  the  pupil 
by  making  it  possible  for  him  to  help  himself  than  in  any 


i8  PRACTICAL   ENGLISH 

other  way.  If  he  is  furnished  with  the  key  to  the  door,  he 
may  open  it  as  wide  as  he  chooses. 

The  teacher  should  practice  so  that  she  may  give  the  correct 
sounds  of  the  letters.  The  ear  must  be  trained  so  that  she 
can  distinguish  the  elementary  sounds  to  which  the  letters 
correspond.  She  should  show  pupils  how  to  place  the  teeth, 
lips,  and  tongue  to  enable  them  to  give  the  correct  sound. 

The  phonic  exercises  should  be  brisk,  and  the  attention  of 
pupils  must  not  be  kept  too  long  on  one  kind  of  exercise.  A 
few  minutes'  study,  not  more  than  ten,  is  sufficient  at  each 
session.  Phonic  study  should  not  begin  until  after  the 
alphabet  has  been  taught,  so  that  pupils  will  not  confuse  the 
name  of  the  letter  with  the  sound. 

The  following  procedure  is  outlined  in  the  study  of  phonics : 

I.  Use  words  of  which  the  pupils  already  know  the  meaning 
and  pronunciation,  as  in  Lesson  I,  sit,  say.     Write  them  on 
the  board,  and  pointing  to  them,  pronounce  them  slowly  and 
carefully — sit,  say. 

II.  Analyze  the  words,  and  divide  them  into  their  compo- 
nent sounds,  dwelling  on  the  first  letter. 

s  it  s  ay 

Point  to  the  parts  of  the  word  as  pronounced. 

III.  From   the   careful   enunciation   of   the   teacher,    the 
pupil   discovers   that   words   are   made   up   of   sounds.     By 
imitating  the  teacher  he  moves  his  vocal  organs  quickly  and 
easily  from  one  position  to  another  in  enunciating  the  given 
parts  of  the  word. 

IV.  As   he   blends    the    sounds   consciously,  the  teacher 
pointing  to  them,  he  recognizes  the  written  symbols  before 
him  as 

s  it  s  ay 


INTRODUCTION  19 

Through  the  continued  separating  of  known  words,  the 
pupil  is  taught  to  recognize  many  different  sounds  and  to 
build  new  words  by  combining  them.  For  example,  in: 

Lesson  I.  From  it  in  sit,  build  b  it,  h  it,  f  it.  From  ay  in  say,  build 
d  ay,  p  ay,  m  ay,  w  ay. 

Lesson  II.  From  alk  in  walk,  build  /  alk.  From  eat  in  seat,  build 
b  eat,  h  eat,  m  eat,  n  eat,  etc. 

Build  only  such  words  as  have  a  real  meaning  and  which 
have  a  useful  place  in  the  pupil's  vocabulary. 

Members  of  different  nationalities  have  difficulty  in  pro- 
nouncing certain  sounds.  Study  should  be  made  of  the 
existing  difficulties  and  special  attention  given  to  these.  The 
following  is  a  suggested  list  of  troublesome  sounds,  the  pupil 
frequently  substituting: 

sh  for  s  d  for  th 

ch  for  j  w  for  v 

d  for  /  v  for  w 

t  for  d  ink  for  ing 

b  for  p  eat  for  it 

THE  FIRST  LESSON 

The  average  teacher  does  not  go  to  Evening  School  or  to  an 
Americanization  class  with  any  outside  preparation  for  the 
first  lesson.  To  allow  pupils  to  leave  the  classroom,  however, 
without  gaining  some  inkling,  at  least,  of  our  language,  some 
knowledge,  however  elementary,  upon  which  they  must  be 
encouraged  to  build  a  structure  of  good,  serviceable  English, 
is  one  of  the  greatest  mistakes  that  a  teacher  can  make.  Too 
often  the  time  is  taken  up  almost  wholly  with  clerical  work 
which  can  usually  be  done  at  the  close  of  the  session  in  ten 
or  fifteen  minutes.  Too  often  the  teacher  thinks,  "This  is 


20  PRACTICAL   ENGLISH 

the  first  session  anyway,  and  it  doesn't  count."  Contrary 
to  this  idea,  the  first  session  does  count— it  is  all-important. 

The  pupil  there  gets  his  first  impression,  and  in  many  cases 
it  is  a  lasting  one;  for  the  simple  reason  that  if  it  is  unfavorable, 
he  does  not  come  back  to  obtain  any  other.  Observation 
and  experience  have  proved  that  most  Evening  Schools 
and  Americanization  Schools  are  no  stronger  than  their 
first  session. 

For  the  reasons  stated,  the  first  lesson  in  this  text,  "  Going 
to  School,"  is  carefully  worked  out  in  detail.  The  selection 
of  the  lesson  subject  is  based  on  the  fact  that  it  is  the  latest 
incident  within  the  pupil's  personal  experience,  and  for  this 
reason  is  the  least  difficult  to  work  out  in  detail. 

The  sentence  structure  is  simple,  the  number  of  new  words 
limited  to  the  capability  of  relatively  untrained  minds,  so 
that  the  impression  and  knowledge  of  our  language  gained 
may  be  clear,  concise,  and  definite  in  its  scope,  rather  than 
confused  or  indefinite  owing  to  the  too  varied  sentence- 
structure  or  too  comprehensive  vocabulary. 

REVIEW  AND  DRILL 

The  teacher  should  constantly  bear  in  mind  that  the 
number  of  new  words,  or  the  amount  of  new  material  to  which 
a  class  of  immigrants  is  receptive,  and  which  they  can  retain, 
is  much  less  than  is  ordinarily  believed.  If  any  teacher  who 
has  recently  taken  up  the  study  of  a  foreign  language  will  try 
to  recall  just  how  much  of  the  first  lesson  she  retained,  not 
losing  sight  of  the  fact  that  her  mind  is  trained,  and  that 
study  has  been  her  life  work,  it  will  probably  help  her  to 
decide  the  amount  of  new  material  that  she  should  present 
to  a  class. 

To  teach  a  limited  amount  of  English,  to  provide  interesting 


INTRODUCTION  21 

and  spirited  drill,  so  that  the  lesson  may  be  driven  home,  and 
recalled  as  occasion  requires,  is  far  more  serviceable  than  to 
present  a  fund  of  material  of  which  the  pupil  gets  a  more  or 
less  confused  conception. 

The  nature  of  the  drill  and  review  is  very  important.  Too 
often  it  takes  the  form  of  dull,  listless  repetition,  which  is  at 
once  monotonous  and  tiresome.  Contrary  to  this,  the  drill 
should  be  spirited,  with  sufficient  variety  and  snap  to  keep 
the  pupils  "up  on  their  toes"  during  the  procedure. 

DEVICES 

Acting  on  the  above  considerations,  the  author  has  included 
in  this  book  twenty  devices  which  provide  repetition  in  such 
a  way  that  the  ear-minded,  the  eye-minded  or  the  motor- 
minded  pupil  is  reached  in  interesting,  stimulating,  and 
purposive  drills.  Class  activity  which  presents  an  opportunity 
for  the  student  to  "do"  something,  and  which  always  increases 
his  confidence  in  himself,  is  introduced  in  every  device. 

By  the  use  of  these  devices  it  will  be  found  that  the  same 
material  may  be  gone  over  with  interest  and  enthusiasm, 
that  one  exercise  strengthens  another  and  that  the  subject 
matter  is  "clinched"  in  a  definite  and  permanent  way. 


TIME  SCHEDULE  AND  CLASS  ROOM  PROGRAM 

Arranged  for  Two  Hour  Session 
(For  one  hour  session,  divide  each  period  in  half.) 

I.     Greeting 

Greet  each  pupil  individually,  as  he  enters  the  room.  Vary  greetings 
from  day  to  day,  and  teach  them  as  idioms. 

II.     Alphabet  Study,  or  Number  Exercises — 10  Minutes 
Repeat  all  the  alphabet  once.     Take  up  four  letters  for  intensive  study 

each  day.     Procedure  similar  to  that  of  model  lesson. 

In  number  exercises  concentrate  on  study  of  ten  numbers  at  each 

lesson.     Many  foreigners  have  a  concept  of  number.     Teach  them  the 

new  name  for  the  concept  they  already  possess. 

III.     Personal  Information— 10  Minutes 

Teach  one  statement  at  a  time,  as  given  on  Personal  Information 
Cards,  until  pupils  can  repeat,  read  and  write  all  the  facts  intelligently 
and  intelligibly.  The  value  of  this  exercise  as  a  means  of  identification, 
and  in  making  the  problem  of  the  Employment  Manager  in  Industry 
simpler,  cannot  be  overestimated. 

Copying  the  statements  on  the  card  makes  a  constructive  form  of 
seat  work. 

IV.     Conversation  and  Reading  Lesson — 40  Minutes 

Review  previous  lesson.  Development  of  Pivotal  Words  and  Sentences. 
Present  series  of  related  pivotal  words,  arranged  in  their  proper  settings, 
and  in  a  logical  sequence  of  development.  Objectify  and  dramatize 
these  words,  and  have  the  pupils  themselves  develop  the  series  of  related 
sentences  which  form  the  theme,  rather  than  present  to  them,  formally, 
a  series  of  sentences  constructed,  grouped  and  arranged  for  them  by  some 
one  else.  Follow  the  class  procedure  developed  in  the  model  lesson.  We 
learn  to  do  by  doing.  Let  the  foreigner  learn  to  talk  by  talking. 

Make  sure  that  the  pupil  understands  the  thought  contained  in  the 
printed  word. 

Strive  for  correct  enunciation  and  pronunciation. 

Use  series  of  devices  for  review  and  drill. 

22 


TIME   SCHEDULE  23 

V.     Writing  Lesson — Dictation — 20  Minutes 

Teach  name  and  address.  Study  alphabet,  four  letters  each  session. 
Call  attention  to  the  most  common  errors  in  penmanship,  such  as  taking 
the  pencil  from  the  paper  after  writing  each  letter,  and  failing  to  join  the 
letters  of  a  word.  Pupils  should  refer  to  alphabet  on  back  of  lesson 
sheets  or  in  book.  Much  individual  work  may  be  done  by  the  teacher, 
giving  special  attention  to  pupils  who  require  it  most. 

Keep  first  attempts  at  writing  for  comparison  with  writing  of  six 
months,  or  a  year  later.  Correlate  study  of  Spelling  with  Dictation. 
Use  the  vocabulary  of  the  themes  in  simple  dictation  exercises.  One  or 
two  sentences  from  the  theme  may  be  studied.  Study  a  simple  letter 

and  dictate  it. 

Vl.     Phonics — 10  Minutes 

Spend  a  few  minutes  each  day  in  intensive  study  of  phonics.  Much 
can  be  done  at  this  time  to  correct  foreign  accent  and  pronunciation. 
Make  list. of  sounds  which  are  particularly  troublesome  to  your  class, 
and  give  them  special  attention.  Teach  pupils  to  find  the  key  to  new 
words,  thereby  helping  them  to  help  themselves. 

VII.     Informal  Language,  Including  Study  of  Signs — 10  Minutes 

Correct  the  most  common  errors  of  speech.  Establish  correct  habit 
by  repetition  and  practice.  Carefully  note  and  drill  on  idiomatic  forms. 

Dramatize  the  most  common  and  practical  signs.  Teach  them  as 
occasion  offers. 

VIII.     Sight  Reading— 10  Minutes 

Present  orders  to  be  obeyed  with  such  alacrity  that  the  foreigner 
must  think  in  English.  The  greatest  teaching  value  in  Sight  Reading 
obtains  when  the  subject  matter  employed  grows  out  of  the  particular 
needs  of  the  class.  Follow  procedure  indicated  in  model  lesson. 

IX.     Facts — Memorizing — 10  Minutes 

Teach  a  new  "Fact"  every  session  if  possible.  Explain  its  meaning 
and  have  pupils  memorize  it.  These  "Facts"  are  all  truths  about  our 
country,  its  history  and  government,  and  while  the  pupil's  memory  is 
being  trained  his  knowledge  of  our  history  and  government  is  being 
increased  materially.  Review  all  "Facts"  frequently.  Have  them 
repeated  in  order  from  memory. 

Teach  Flag  Salute,  a  few  lines  of  "America"  or  the  "Star  Spangled 
Banner"  at  the  close  of  each  session  . 


MODEL  LESSON 

Lesson  I 
I.     Greeting 
II.     Alphabet  and  Counting — 10  Minutes 

III.  Personal  Information — 10  Minutes 

IV.  Conversation  and  Reading  Lesson — 40  Minutes 
V.     Writing  Lesson — Dictation — 20  Minutes 

VI.     Phonics — 10  Minutes 
VII.     Informal  Language;  Signs — 10  Minutes 
VIII.     Sight  Reading — 10  Minutes 
IX.     Facts ;  Memorizing — 10  Minutes 
Total,  1 20  Minutes 

I.     GREETING 

Meet  class  at  the  door,  shake  hands  with  each  pupil  and 
say  "Good  Evening." 

Put  "Good  Evening"  on  the  board,  and  pointing  to  it,  have 
pupils  read  it.  Teach  it  for  the  first  idiom. 

Write,  "I  say,  'Good  Evening'"  on  the  board. 

Have  pupils  read  it,  "I  say  'Good  Evening.' ' 

II.    ALPHABET  DRILL 

Put  alphabet,  capital  and  small-letters, ' on  the  board.  All 
pupils  wish  to  know  the  alphabet,  and  often  request  help 
with  it. 

Have  pupils  who  can,  repeat  all  of  the  alphabet  once,  making 
note  of  those  who  appear  not  to  be  familiar  with  it.  Take 
up  the  first  four  letters  for  intensive  study. 

24 


MODEL   LESSON  25 

Put  them  on  the  board  in  another  space,  separated  from 
the  alphabet  as  a  whole. 


Have  the  class  repeat  the  letters  in  concert;  one  row  down 
the  room  repeat;  one  row  across  repeat;  girls  repeat;  boys 
repeat;  go  around  the  room,  each  pupil  giving  a  letter;  have 
pupils  give  them  consecutively,  then  skipping,  etc.,  until 
everyone  knows  them. 

Make  copies  of  these  four  letters  for  study. 

Put  the  letters  on  flash  cards.  Hold  the  cards  up  and  have 
pupils  call  the  letters.  This  arouses  interest  and  concen- 
trates attention  on  one  letter  at  a  time. 

COUNTING 

1  one  6  six 

2  two  7  seven 

3  three  8  eight 

4  four  9  nine 

5  five  10  ten 

Have  pupils  count  ten,  drilling  in  much  the  same  way  as 
with  the  alphabet. 

Write  the  word  "one"  beside  the  figure  i,  "two"  beside  the 
figure  2,  etc.  Many  pupils  recognize  the  figures  but  do  not 
know  their  names  in  English.  This  knowledge  is  important 
in  industrial  work. 

Count  the  desks,  chairs,  windows,  pupils,  etc.  in  the  room. 
Use  money  for  illustration  also,  i  cent,  2  cents,  3  cents,  5 
cents,  10  cents.  Flash  cards  may  be  used  as  in  the  study  of 
the  alphabet. 


26  PRACTICAL  ENGLISH 

Adult  foreigners  have  a  concept  of  number.  Be  sure  that 
they  get  the  new  name  for  the  concept  they  already  possess. 

III.    PERSONAL  INFORMATION 

Put  your  name  on  the  board  in  this  manner,  "My  name  is 

Miss ."  Read  it  slowly  and  distinctly,  pointing  to 

each  word  as  you  say  it,  and  to  yourself  when  you  say,  "Miss 

."  Do  this  once,  twice,  or  three  times,  as  the  need 

may  be,  until  pupils  understand. 

Have  each  pupil  give  this  sentence,  "My  name  is—  — ," 
supplying  his  own  name.  Have  the  brighter  ones  do  it  first, 
so  that  the  others  may  hear  them,  and  become  familiar  with 
the  sentence. 

At  first,  some  one  will  say  his  name  is  identical  with  the 
teacher's,  repeating  of  course  what  she  has  said,  but  by  point- 
ing to  herself  as  she  gives  her  own  name,  and  to  the  pupil 
when  he  speaks,  he  very  quickly  understands. 

This  exercise  affords  an  opportunity  to  do  some  of  the 
clerical  work,  it  being  possible  to  get  each  pupil's  name  in 
this  way.  The  value  of  this  personal  information  and  the 
other  statements  which  follow  in  later  lessons,  cannot  be 
overestimated  as  a  matter  of  identification.  It  has  been 
stated  by  foremen  and  clerks  in  large  industrial  plants  that 
foreigners  have  worked  for  five  years  in  their  establishments, 
known  to  the  paymaster  and  to  those  in  charge  by  their 
numbers  only,  it  being  impossible  to  get  their  correct 
names. 

At  the  top  of  a  card  about  n  x  4^  inches  (half  the  ordinary 
sized  piece  of  construction  paper)  write  "Personal  Informa- 
tion." Beneath  write  the  first  sentence.  Pass  this  card  to 
the  pupil  each  evening,  asking  him  to  read  it  and  copy  it. 
This  gives  him  practice  in  saying,  reading,  and  writing  the 


MODEL  LESSON  27 

sentence.  If  he  has  a  few  minutes  to  spare  before  the  opening 
of  the  session,  he  can  be  profitably  employed  in  copying  the 
Personal  Information  facts,  which  is  a  constructive  form  of 
seat  work. 

Write  the  name  and  address  of  the  pupil  on  the  ordinary 
name  card.  Let  the  pupil  carry  this  in  his  pocket.  Pupils 
often  learn  to  write  this  by  copying  outside  of  the  class. 

The  following  statements  appear  on  the  Personal  Informa- 
tion Card  when  it  is  complete,  a  new  statement  having  been 
added  at  each  session,  or  every  two  or  three  sessions,  as  the 
ability  of  the  class  permits. 


PERSONAL  INFORMATION 
My  name  is  Charles  Palumas. 
I  live  at  46  West  St.,  St.  Louis,  Mo. 
I  am  thirty-four  years  old. 
I  was  born  in  Italy. 
I  have  been  in'this  country  two  years. 

I  work  for  the  Midwest  Manufacturing  Company,  St.  Louis, 
Missouri. 


IV.     CONVERSATION  AND  DEVELOPMENT  or  PIVOTAL  WORDS 

The  first  word  to  be  developed  is  sit.  Teacher  sits  on  a 
chair,  and  says,  "I  sit,"  slowly  and  distinctly.  She  rises,  and 
sitting  again  repeats,  "I  sit." 

She  now  asks,  "What  do  I  do?"  and  pupils  answer,  "sit." 
She  points  to  herself  as  she  says,  "I,"  and  says,  "sit,"  as  she 
sits. 

She  writes  "sit"  upon  the  board.  Pupils  read  "sit."  She 
points  to  the  word,  sitting  as  she  does  so.  She  asks  pupils  to 
tell  what  the  word  is.  Pupils  repeat,  "sit." 


28  PRACTICAL   ENGLISH 

The  teacher  now  stands  and  says,  "I  stand,"  pointing  to 
herself  as  she  says  I,  and  standing  as  she  says  "stand,"  always 
performing  the  action  as  the  word  is  given. 

She  asks  the  pupils  what  she  does.  They  say,  "stand." 
She  sits,  and  pupils  say,  "sit."  She  stands,  and  pupils  say, 
"stand."  She  writes  "stand"  on  the  board. 

Teacher  walks  to  the  door  and  says,  "I  walk."  She  re- 
peats the  word  "walk"  several  times,  walking  each  time  as 
she  says  it. 

She  calls  on  a  pupil  to  walk,  requiring  him  to  repeat  the 
word  as  he  performs  the  action. 

She  now  walks  to  the  board  and  writes  the  word  "  walk  "  on  it. 

Teacher  stands  near  the  door,  which  is  closed.  She  touches 
the  door,  and  says,  "door."  Class  repeats,  "door."  She 
touches  another  door  and  says,  "What  is  this?"  class  answers, 
"door." 

A  pupil  touches  the  door,  and  the  teacher  asks  the  class 
what  he  touches.  Class  replies,  "door." 

Teacher  writes  "door"  on  the  board. 

The  teacher  now  opens  the  door,  saying  the  word  "open" 
as  she  does  so. 

A  pupil  opens  the  door,  and  gives  the  word  "open"  while 
performing  the  action,  that  is,  opening  the  door.  Teacher 
writes  "open"  on  the  board. 

Teacher,  "When  I  leave  home  to  come  to  evening  school, 
I  say  ' Good-bye."  (Pupils  have  had  the  word  "say"  in 
the  greeting.) 

"What  do  you  say  when  you  leave  home  to  come  to  evening 
school?" 

Pupil,  "  I  say  '  Good-bye/" 

Teacher,  to  another  pupil,  "What  do  you  say?"  emphasiz- 
ing the  word  say. 


MODEL  LESSON  29 

Pupil,  "I  say  ' Good-bye. '  " 

Teacher,  "I  will  write  say  on  the  board." 

She  writes  "say,"  speaking  the  word  as  she  writes  it. 

Walking  to  the  door,  the  teacher  closes  it,  saying  the  word 
"close"  as  she  performs  the  action.  She  closes  another  door, 
asking  the  class  to  name  the  action.  She  writes  "close"  on 
the  board,  and  the  class  repeats  it. 

The  teacher  walks  across  the  room,  and  asks  the  class  what 
she  does.  Class  answers,  "walk." 

She  has  a  pupil  "walk"  to  the  front  of  the  room,  asking, 
"What  do  you  do?"  Pupil  answers  "walk,"  and  "walk"  is 
written  on  the  board. 

Teacher  asks,  "Where  are  we  now?"  "Are  we  at  work? 
No,  we  are  in  school, "  making  a  gesture  to  convey  the  meaning 
of  "school." 

Class  repeats  "school,"  and  "school"  is  written  on  the 
board. 

This  completes  the  list  of  pivotal  words  which  are  as  follows, 
the  nouns  being  placed  at  the  top,  and  the  verbs  at  the  left  of 

the  board. 

door 

school 

sit 

stand 

walk 

open 

say 

close 

walk 

Teacher  points  to  the  list  of  words,  and  the  class  repeats 
in  concert  with  her, — door,  school,  sit,  stand,  walk,  open,  say, 
close,  walk.  As  the  class  repeats  the  words,  the  teacher 


3o  PRACTICAL    ENGLISH 

touches  the  door,  conveys  with  a  gesture  the  meaning  of 
school.  She  sits,  stands,  walks,  opens  the  door  and  closes 
it,  always  connecting  the  actions  and  the  objects  with  the 
printed  words. 

The  class  repeats  the  words  in  concert  and  individually, 
the  first  row  says  them,  the  second  row,  each  pupil  gives  one 
word,  up  the  column  and  down  the  column,  until  meaning 
and  pronunciation  are  known  to  all. 

SENTENCE  BUILDING  USING  PIVOTAL  WORDS 

Teacher,  sitting  and  pointing  to  herself,  says,  "  I  sit."  Pupils 
repeat  "I  sit,"  and  teacher  writes  on  the  blackboard  "I  sit." 

She  tells  a  pupil  to  stand,  and  says,  "What  do  you  do?" 
Pupil,  pointing  to  himself,  says,  "I  stand,"  and  the  teacher 
writes  on  the  board  "I  stand." 

The  teacher,  pointing  to  a  pupil  or  calling  his  name,  says, 
"Walk  to  the  door,"  the  pupil  walks  to  the  door  saying,  "I 
walk  to  the  door."  She  writes  on  the  board  "I  walk  to  the 
door." 

Motioning  to  the  pupil  to  open  the  door,  the  teacher  says, 
"Tell  me  what  you  do."  Pupil  replies,  "I  open  the  door," 
Teacher  writes  on  the  board  "I  open  the  door." 

Teacher,  "What  do  you  say  when  you  leave  home  to  come 
to  evening  school?"  She  points  to  herself  and  to  the  word 
"say"  on  the  blackboard,  and  the  pupil  gives  the  sentence, 
"I  say,  ' Good-bye.'  Teacher  writes  on  the  blackboard  "I 
say 'Good-bye.'" 

The  teacher  asks  a  pupil  to  close  the  door,  saying,  "Tell  me 
what  you  do."  If  he  is  not  able  to  give  the  complete  sentence 
she  may  point  to  the  words  "close"  or  "door,"  which  he  will 
recognize  on  the  blackboard.  The  pupil  then  says,  "I  close 
the  door, "  and  it  is  written  on  the  blackboard. 


MODEL  LESSON  31 

The  teacher  asks,  "Who  can  tell  me  where  you  walk  when 
you  leave  home? "  Pupil  answers  "I  walk  to  school."  Teacher 
writes  on  the  blackboard  "I  walk  to  school." 

The  theme  now  reads: 

door 
school 

sit  I  sit. 

stand  I  stand. 

walk  I  walk  to  the  door. 

open  I  open  the  door. 

say  I  say,  "  Good-bye." 

close  I  close  the  door. 

walk  I  walk  to  school. 

This  list  of  words  and  sentences  is  sufficiently  difficult  for 
the  beginner.  It  is  better  to  teach  a  few  words  and  a  few 
sentences  thoroughly,  so  that  they  will  be  retained,  than  to 
teach  ten  or  fifteen  sentences  and  have  the  knowledge  un- 
certain and  confused. 

The  pupils  have  been  led  to  use  the  pivotal  words,  with 
which  they  had  become  familiar  through  objectivication  and 
dramatization,  in  the  complete  sentences  which  form  the 
theme.  As  the  work  increases,  they  are  taught  to  do  this 
more  and  more.  They  are  encouraged  to  talk,  to  take  an 
actual  part  in  the  conversation,  and  to  take  the  initiative  to  a 
greater  extent,  in  using  the  pivotal  words  in  original  sentences, 
thus  getting  actual  experience  and  practice  in  correct  sentence 
structure. 

DRILL 

Now  comes  the  drill, — ceaseless,  tireless,  but  interesting  drill. 
The  sentences  are  gone  over  as  the  words  were,  by  the  class 


32  PRACTICAL   ENGLISH 

as  a  whole,  by  half  the  class,  by  two  rows  at  a  time,  by  one 
row,  and  finally  by  the  individual. 

Many  devices  can  be  used  successfully.  Any  device  that 
will  get  and  hold  the  pupil's  interest  is  profitable. 

Twenty  devices  that  have  been  tried  out  and  found  success- 
ful in  arousing  interest  and  in  clinching  subject  matter,  are 
found  on  pages  36-44. 

The  devices  to  be  used  in  the  early  lessons  are  suggested  at 
the  head  of  each  lesson.  After  the  teacher  becomes  familiar 
with  all  of  them,  and  with  their  application,  she  may  choose 
the  ones  best  adapted  to  the  lesson  being  taught,  or  most 
enjoyed  by  the  class. 

V.    WRITING 

Name  and  address  should  be  taught  first. 

Make  a  copy  of  the  first  five  letters  of  the  alphabet,  placing 
them  on  alternate  lines.  Study  as  to  formation,  relative 
size,  and  length  above  and  below  the  line. 


&J- 


Direct  pupils  to  write  their  letters  upon  each  blank  line, 
each  time  looking  to  the  copy  on  the  line  above  for  the  model 
letter. 

The  teacher  will  find  it  helpful  to  put  the  letters  on  the 
board,  drawing  lines  as  on  paper.  Call  attention  to  their 
shape  and  size,  before  the  student  begins  to  write. 


MODEL   LESSON  33 

Study  and  practice  on  two  or  three  letters  will  be  sufficient 
for  pupils  who  cannot  write  at  all.  Guide  their  hands  during 
early  lessons. 

Preserve  the  first  attempts  at  writing  for  comparison  with 
that  of  the  middle  of  the  year  or  at  the  end  of  it. 

DICTATION 

Dictation  should  not  be  attempted  during  the  first  lesson 
unless  the  majority  of  the  class  can  write.  The  procedure 
indicated  below  is  for  such  classes. 

Correlate  spelling  with  the  study  of  dictation. 

Select  one  sentence  from  the  reading  lesson  for  study. 

/  open  the  door. 

Write  it  on  the  board  and  have  it  copied  three  or  four  times 
on  paper.  Call  attention  to  the  number  of  letters  in  each 
word.  Have  the  words  spelled  by  the  class  in  concert  and 
individually.  Ask  pupils  to  write  on  the  board  the  various 
words  in  the  sentences  and  correct  them.  Attention  is  thus 
focussed  on  the  words,  their  spelling,  and  the  formation  of 
letters  before  the  written  lesson. 

After  sufficient  drill  has  been  given,  erase  the  sentence, 
pick  up  the  practice  papers,  and  dictate, 

I  open  the  door. 

Correct  the  papers,  and  hand  back  at  the  next  session. 
Make  note  of  the  most  common  errors  and  pay  particular 
attention  to  their  correction. 

VI.    PHONICS 

Phonics  should  not  be  attempted  until  all  of  the  letters  are 
taught.  Pupils  should  be  entirely  familiar  with  the  letter 


34  PRACTICAL  ENGLISH 

names,  before  learning  their  sounds.  When  the  ability  of  the 
class  permits  follow  the  procedure  indicated  in  the  Introduc- 
tion. 

VII.    INFORMAL  LANGUAGE 

First  idiom,  "Good  evening"  (as  in  Greeting). 
Teacher's  idiom,  "Good." 

Use  "  Good-bye, "  the  idiom  found  in  Lesson  I,  when  pupils 
are  going  home. 

SIGNS 


HELP    WANTED 


Display  a  "Help  Wanted"  sign.  Have  class  say  it,  and 
read  it.  Put  it  on  the  board  and  explain  what  it  means. 

Ask  pupils  where  they  have  ever  seen  this  sign,  what  they 
did  when  they  saw  it,  etc. 

Teacher,  to  one  pupil,  "If  I  were  trying  to  find  work,  what 
sign  would  I  look  for?" 

Hang  about  the  room  for  drill  and  reference  this  and  other 
signs  as  they  are  studied.  See  Device  XV,  page  42. 

VIII.    SIGHT  READING 

Follow  directions  for  Sight  Reading  given  in  the  Introduc- 
tion, page  12. 

Teach  "Open  the  door,"  for  the  first  command.  Make 
every  exercise  in  Sight  Reading  brisk.  Do  not  give  time 
for  thought  in  any  language  except  English. 

IX.    FACTS 

The  first  "Fact"  is,  "Columbus  discovered  America  in 
I4Q2." 


MODEL  LESSON  35 

Write  this  "Fact"  on  the  board.  Read  it  slowly  and 
distinctly.  Explain  its  meaning. 

Have  pupils  read  it  from  the  board,  then  from  the  book  or 
leaflets,  and  memorize  it. 

In  the  beginning,  the  teacher  may  have  to  use  the  same 
"Fact"  for  several  lessons.  Later,  one  may  be  memorized 
at  each  lesson.  After  several  have  been  memorized,  call  on 
pupils  to  give  the  first  three  "Facts,"  the  first  five,  etc. 

During  this  study  a  pupil's  attitude  toward  the  country 
may  be  learned. 

MEMORIZING 

In  the  beginning,  memorize  "Facts."  A  little  later, 
memorize  also  the  first  stanza  of  "America." 

CLOSING 

Teacher  says,  "John,  pick  up  the  books,  please,"  and 
teaches  him  to  say,  "I  pick  up  the  books." 

Teacher,  "Charles,  pick  up  the  pencils." 

Charles,  "I  pick  up  the  pencils,"  etc.,  until  all  the  material 
has  been  collected. 

Much  can  be  taught  incidentally  as  above,  and  the  pupil's 
English  greatly  broadened,  if  the  teacher  takes  advantage 
of  the  opportunity  to  teach  the  language  of  the  classroom. 

This  completes  the  first  lesson. 

The  teacher  goes  to  the  door  and  says,  "Good-bye"  to 
each  pupil  as  he  leaves,  using  in  its  natural  setting  the  idiom 
included  in  the  subject-matter  of  the  theme. 


DEVICES 

DEVICE  I 
Word  Recognition.     Class  Drill 

Make  out  of  construction  paper  flash  cards  about  4^2  x  1 1 
inches.  Write  the  pivotal  words  on  them  with  a  carbon 
pencil,  rubber  pen,  or  brush.  The  letters  should  be  about  i>^ 
inches  high.  Use  print  on  one  side,  and  script  on  the  other. 
The  teacher  holds  up  these  cards,  one  at  a  time.  The  class 
studies  the  card  as  she  holds  it  up,  and  then  gives  the  word  in 
concert  when  she  lowers  the  card.  The  teacher  should  insist 
that  the  word  should  not  be  given  until  she  lowers  the  card. 
This  gives  the  slower  pupils  a  chance  to  study  it,  and  perhaps 
compare  it  with  the  written  lesson  on  the  board.  Otherwise 
the  brighter  pupils  will  always  say  the  word  first,  not  giving 
the  other  pupils  a  chance  to  react.  Go  through  the  whole 
list  in  this  way.  Much  interest  is  always  shown. 

DEVICE  II 
Word  Recognition.  Card  and  Blackboard  Drill  Introducing  Idiom 

Teacher  holds  up  flash  cards  and  asks  different  members 
of  the  class  to  place  one  of  these  cards  under  the  corresponding 
word  in  the  blackboard  lesson,  and  pronounce  it.  This 
necessitates  concentrated  study  of  the  sentence,  and  aiter 
the  device  has  been  tried  once,  will  insure  closer  attention  by 
the  pupils  during  the  lesson,  knowing  that  they  may  be  called 
upon  to  find  the  word.  As  the  pupil  places  the  card  under 
the  word,  he  says  it,  and  the  class  repeats  it.  He  takes  the 
card  to  his  seat,  and  exchanges  with  a  neighbor  after  all  the 
words  have  been  found. 

36 

V 


DEVICES  37 

The  teacher  collects  the  cards  and  the  pupils  give  aloud  the 
words  they  now  have. 

As  the  teacher  collects  the  cards,  she  says,  " Thank  you," 
requiring  the  pupils  to  say,  "You  are  welcome."  This  phrase 
has  been  taught  idiomatically. 

DEVICE  III 

Word   Recognition.       Individual    Drill.        Use   of  Complete 

Sentences 

Write  all  the  pivotal  words  as  studied,  lesson  by  lesson,  on 
small  cards,  about  3x4  inches,  one  word  upon  each  card. 
Each  day  the  new  words  are  added  to  the  pack  of  cards. 
The  teacher  holds  up  one  card  at  a  time,  giving  it  to  the  pupil 
who  recognizes  and  says  it  first.  When  all  the  words  are 
given  out,  making  a  complete  review  of  all  the  words  taught 
up  to  date,  the  pupils  hand  their  cards  to  the  teacher,  who 
passes  up  and  down  the  aisle  to  collect  them.  As  she  collects 
them,  the  pupils  give  the  sentence,  "I  have  two  cards."  "I 
have  five  cards, "  or  "I  have  no  cards, "  as  the  case  may  be. 

This  device  arouses  enthusiasm  and  rivalry,  and  besides 
being  a  complete  review,  also  helps  to  establish  the  habit  of 
giving  a  complete  sentence.  The  correct  usage  of  "  I  have  no  " 
is  introduced. 

DEVICE  IV 

Color  Vocabulary  and  Incidental  Use  of  Prepositions 
(After  the  colors  have  been  taught) 

The  use  of  colors  which  "  catch  the  eye, "  correlates  previous 
teaching. 

The  teacher  holds  up  a  card  about  5x12  inches  which  is 
divided  into  six  oblongs,  and  filled  in  with  colored  crayon 
giving  the  six  primary  colors.  She  has  the  class  give  the 


38  PRACTICAL   ENGLISH 

names  of  the  colors  as  she  points  to  them  and  asks  pupils  to 
give  sentences,  using  the  words,  red,  orange,  yellow,  etc. 
Oral  sentences : 

1.  Red  is  the  danger  color. 

2.  I  like  oranges. 

3.  Lemons  are  yellow. 

4.  Green  is  the  safety  color. 

5.  There  is  blue  in  the  flag. 

6.  I  like  violets. 

She  writes  the  word  "red"  on  the  board  in  red  crayon, 
"orange"  in  orange  crayon,  etc.,  asking,  "What  color  is  this?" 

Teacher :    "Put  your  hand  under  your  desk."    Class  does  so. 

Teacher:  "I  am  going  to  draw  a  red  line  under  a  word  in 
our  lesson  on  the  blackboard."  Does  so,  "Tell  me  the  word." 

Class  recites  "whistle."     (Lesson  X.) 

Teacher:     "Put  your  hand  over  the  desk."     Class  does  so. 

"I  am  going  to  draw  a  green  line  over  a  word  in  our  lesson. 
Give  me  the  word." 

Class  recites  "blows." 

Teacher:  "Show  me  your  right  hand.  Show  me  your 
right  foot.  I  am  going  to  draw  a  blue  line  at  the  right  of  a 
word.  Tell  me  the  word."  Class  recites  "work." 

Teacher:  " Show  me  your  left  foot.  Raise  your  left  hand. 
I  am  going  to  drawn  an  orange  line  at  the  left  of  a  word.  Tell 
me  the  word." 

Class  recites     "take." 

Teacher:  "I  am  going  to  draw  two  blue  lines  under  a 
word." 

Class  recites  "o'clock." 

Teacher:  "I  am  going  to  draw  two  yellow  lines  over  two 
words.  Tell  me  the  words." 


DEVICES  39 

.Class  recites  "go  back." 

The  extent  to  which  incidental  English  can  be  introduced 
in  teaching  is  illustrated  in  this  device.  A  straight  line,  a 
curved  line,  a  double  line,  the  prepositions  over  and  under, 
the  words  left  and  right,  etc.  can  all  be  taught  incidentally 
while  the  teacher  is  reviewing  colors  and  drilling  on  difficult 
words. 

DEVICE  V 

Development   of   Vocabulary   through   Graphic   Representation 

The  teacher  draws  a  circle  O  on  the  board  and  tells  the 
class  its  name,  "circle." 

Teacher:  "I  am  going  to  draw  a  circle  around  a  word  on 
the  board.  "Tell  me  the  word." 

Class  recites  (wej 

Drawing  circles  around  different  words  in  the  lesson,  she 
can  introduce  a  new  form  of  drill  and  teach  "circle"  at  the 
.same  time. 

DEVICE  VI 

Recognition  and  Drill  on  Difficult  Words 

Teacher  to  the  class,  "Find  as  many  ' books'  as  you  can  on 
the  board  (or  choosing  any  word  she  wishes  to  drill  upon). 
Point  to  each  and  pronounce.it." 

The  next  pupil  finds  how  many  times  "woman"  is  used, 
and  pointing  to  each,  pronounces  it.  All  the  pivotal  or  diffi- 
cult words  may  be  drilled  upon  in  this  way. 

DEVICE  VII 
Rapid  Drill 

Finally,  the  teacher  says,  "Which  is  quicker,  you  or  my 
eraser?"  and  erases  one  word  at  a  time  from  the  board. 


40  PRACTICAL   ENGLISH 

The  class  watches  for  the  word  and  tries  to  call  it  out  before 
it  is  erased.  This  device  always  creates  interest,  and  is 
enjoyed  exceedingly. 

DEVICE  VIII 
Test  for  Unknown  Words 

The  teacher  gives  each  pupil  two  or  three  cards  from  the 
pack  of  small  cards  which  contains  all  of  the  pivotal  words, 
up  to  date.  One  word  is  written  on  each  card.  She  asks 
pupils  to  study  them.  She  then  passes  around  with  a  box  in 
her  hand,  and  each  pupil  puts  in  as  many  cards  as  he  knows, 
saying  the  word  on  each  card.  The  teacher  may  pick  up  one 
card  at  a  time,  around  the  class  if  preferred.  The  pupil 
retains  the  words  which  he  does  not  know,  and  the  teacher 
may  emphasize  the  review  of  these  particular  words  after  all 
the  other  cards  are  picked  up,  or  at  the  next  lesson. 

DEVICE  IX 
Class  Activity  and  Drill 

Place  the  flash  cards  on  the  chalk  tray  of  the  blackboard. 
Have  a  pupil  come  forward  and  pick  out  all  the  cards  that  he 
knows.  The  pupil  hands  them  to  the  teacher  and  calls  the 
words  as  he  does  so. 

DEVICE  X 
Drill  on  Nouns 

Pick  out  the  flash  cards  on  which  nouns  are  written,  such 
words  as  chair,  window,  desk,  table,  door,  etc.  Give  cards  to 
pupils,  directing  them  to  place  them  where  they  belong;  e.  g. 
on  a  chair,  at  the  door,  etc. 


DEVICES  41 

DEVICE  XI 
Drill  on  Verbs 

Expose  cards  describing  actions.  Permit  pupils  to  perform 
an  action  and  choose  a  card  that  describes  the  action. 

DEVICE  XII 
Drill  on  Nouns  and  Verbs 

The  teacher  points  to  an  object  and  permits  a  pupil  to 
name  it.  She  names  an  object  and  has  the  pupil  point  to  it 
as  he  repeats  its  name.  The  teacher  acts  and  permits  a  pupil 
to  name  the  action.  One  pupil  acts,  and  the  other  pupils 
name  the  action. 

DEVICE  XIII 
Device  for  Sight  Reading 

On  cards  6  x  20  inches  write  such  commands  as,  "  Stand, " 
"Sit,"  "Open  the  door,"  "Close  the  door,"  "Open  the 
window,"  "Close  the  window,"  "Open  your  books,"  "Close 
your  books/'  "Pass  the  papers,"  "Pick  up  the  papers," 
"Sit  up  straight,"  "Count  the  windows,"  "Pass  the  pencils," 
"Pick  up  the  pencils,"  "Breathe  deeply,"  "Write  your 
name  on  the  board,"  "Salute  the  flag,"  etc. 

These  cards  are  to  be  used  for  sight  reading.  They  are 
held  up  to  the  class  by  the  teacher,  and  the  orders  presented 
on  them  are  obeyed  without  any  oral  reproduction  on  the 
part  of  pupil  or  teacher.  (See  Introduction,  page  12.) 


42  PRACTICAL   ENGLISH 

DEVICE  XIV 
Numbers 

Write  the  figure  "  i "  on  a  card  about  6  x  4^  inches.  Write 
the  word  "one"  on  another  card.  Write  "2"  and  "two," 
"3"  and  "three"  on  cards  in  like  manner.  Place  all  the 
numbers,  "i,"  "2,"  "3,"  etc.  in  a  box.  Arrange  the  corre- 
sponding words  on  the  chalk  tray  so  that  each  may  be  seen. 
Have  a  pupil  take  a  card,  as  "5,"  from  the  box.  Have  him 
find  "five"  on  the  chalk  tray  and  hand  it  to  the  teacher  with 
the  number  "5."  Another  pupil  takes  out  a  number,  it  may 
be  "10."  He  finds  "ten"  on  the  board,  etc. 

DEVICE  XV 
To  Be  Used  in  Review  of  Signs 

As  each  sign  is  taught,  it  should  be  printed  on  cards  in 
letters  2^  or  3  inches  high.  Hang  the  signs  about  on  the 
walls  of  the  schoolroom.  Place  them,  as  far  as  possible,  in 
positions  similar  to  those  in  which  they  would  usually  be 
found;  for  example,  "Entrance,"  over  the  door  at  which  the 
class  enters;  "Exit"  over  the  door  through  which  the  class 
passes  out,  etc.  Confusion  is  avoided  if  signs  are  hung  in  a 
horizontal  line  around  the  room. 

An  interesting  exercise,  which  is  also  a  review,  enables  the 
teacher  to  test  the  knowledge  of  her  pupils  and  also  the  prac- 
tical value  of  her  teaching. 

She  describes  in  a  few  words  a  natural  setting,  where  it 
would  be  necessary  to  look  for  a  certain  sign.  Without 
mentioning  the  sign  itself,  she  asks  the  pupil  to  point  to  it, 
giving  a  sentence  describing  it  as  he  does  so.  For  example, 
"I  wish  to  get  into  the  subway  to  ride  home.  What  sign  do 
I  look  for?" 


DEVICES 


43 


A  pupil  rises  and  points  to  "  Entrance, "  telling  what 
" Entrance"  means. 

Teacher:  "I  am  in  the  subway  and  wish  to  get  up  to  the 
street.  What  sign  shall  I  look  for?" 

A  pupil  points  to  "Exit"  or  "This  Way  Out,"  and  tells 
briefly  what  the  sign  means. 

DEVICE  XVI 
Review  of  Difficult  Sentences 

Write  on  slips  of  paper  review  sentences  which  pupils  have 
had  difficulty  in  reading.  Distribute  them,  keeping  the 
difficulties  of  the  individual  pupil  in  mind.  Have  each  pupil 
study  his  sentence  and  read  it  aloud.  After  he  has  read  the 
sentence  he  may  copy  it. 

DEVICE  XVII 

Writing.    Filling  in  Blanks 

Give  pupils  slips  of  paper  with  several  sentences  on  them,  a 
blank  in  each  sentence.  Have  him  copy  the  sentences,  filling 
in  the  blank  from  memory. 

.  DEVICE  XVIII 
Physical  Training  Device 

After  the  pupils  have  been  taught  to  do  a  certain  'number 
of  physical  exercises,  the  directions  may  be  written  on  cards. 
The  teacher  presents  the  cards,  having  previously  arranged 
them  in  the  order  she  wishes.  Pupils  go  through  the  exercises 
with  snap,  and  through  the  interest  aroused  soon  learn  to  read 
the  cards  at  sight,  thus  connecting  the  thought  immediately 
with  the  printed  word. 


44  PRACTICAL   ENGLISH 

DEVICE  XIX 
Weather  Record  Device 

Discuss  the  weather  briefly  at  each  session,  explaining  the 
meaning  of  the  terms: 

Clear  Cloudy  Mist  East  Wind 

Cold  Showers  Fog  West  Wind 

Fair  Rain  Hail  North  Wind 

Warmer  Cold  Wave  Frost  South  Wind 

-  On  cards  about  12x5  inches  print  in  2^2  inch  letters  the 
words  describing  the  weather.  Punch  holes  about  2  inches 
apart  in  the  middle  of  the  upper  edge  of  each  card.  Insert  a 
piece  of  cord  by  which  the  cards  may  be  hung.  Place  them 
on  the  chalk  tray  or  expose  them  in  some  other  manner,  and 
let  the  pupils  choose  the  one  which  is  descriptive  of  local 
weather  conditions.  It  should  then  be  hung  in  a  space 
reserved  for  the  purpose.  It  may  be  changed  if  the  weather 
conditions  change  during  the  session. 

DEVICE  XX 
Phonics 

Phonograms,  beginning  with  the  consonants  and  vowels, 
may  be  written  on  cards  as  they  are  taught,  or  on  large  sheets 
of  manila  paper,  which  may  be  called  charts.  The  charts 
should  be  tacked  on  the  wall. 

Drill  with  the  cards  in  any  of  the  ways  suggested  in  previous 
devices.  Pupils  may  be  asked  to  point  to  any  sounds  they 
know  on  the  chart,  and  give  a  word  with  that  sound  in  it. 
After  this  kind  of  drill,  pupils  will  be  able  to  recognize  certain 
sounds  in  the  new  words  they  find  in  the  textbook,  or  the 
newspaper,  and  arrive  at  the  correct  pronunciation  of  these 
words  by  sounding  them. 


CONDUCT   OF   AMERICANIZATION    IN 
FACTORY   CLASSES 

I.    MANAGEMENT 

1.  Director  or  Supervisor. 

The  responsibility  for  the  conduct  of  Americanization  in  an 
industry  should  be  definitely  assigned  to  one  person  in  the 
plant,  whose  duty  it  is  to  supervise  the  work. 

This  activity  would  naturally  come  within  the  function  of 
the  Educational  Director,  if  a  Department  of  Education  exists. 
If  there  is  no  such  department,  an  executive  should  be  chosen 
who  possesses  qualities  of  initiative  and  leadership,  who  is 
sympathetic  with  the  Americanization  project,  who  under- 
stands aliens,  and  knows  something  of  their  racial  background. 

He  should  act  as  a  clearing  point  of  information  for  com- 
mittees, teachers,  and  employees,  decide  on  questions  of 
policy,  and  provide  a  definite  plan  of  action. 

2.  Cooperation  with  the  Public  School  Authorities. 

The  next  step  in  the  management  of  plant  classes  is  to 
establish  active  cooperation  with  the  local  School  Board 
through  the  Superintendent  of  Schools,  and  with  the  State 
Board  of  Education. 

A  personal  visit  to  the  Superintendent  of  Schools  to  ac- 
quaint him  with  the  project  will  always  interest  him,  and 
often  result  in  hearty  cooperation. 

Inasmuch  as  education  is  a  public  institution,  the  element 
of  permanence  is  developed  when  a  cooperative  program  with 
the  public  schools  can  be  arranged.  The  local  school  boards 

45 


46  PRACTICAL   ENGLISH 

should  be  assisted  in  obtaining  sufficient  funds,  apart  from  the 
regular  school  budget,  to  finance  the  conduct  of  Americaniza- 
tion . 

j.     Survey  of  the  Plant. 

a.  Take  census  and  register  the  names  of  all  the  foreign- 
born  employees,  according  to  nationality.     If  this  information 
can  be  obtained  from  the  employment  cards,  a  census  will  not 
be  necessary. 

b.  As  a  new   employee   is   hired,   his   name   and   status 
should  be  included  in  the  above  list. 

4.     Foremen's  Committee. 

Appoint  a  committee,  made  up  of  foremen,  with  an  official 
such  as  the  Factory  Superintendent  or  Assistant  Superinten- 
dent as  chairman,  which,  acting  with  the  Educational  Director, 
shall  be  in  direct  charge  of  Americanization  activities. 

The  assistance  of  the  official  as  chairman,  who  has  the 
authority  to  direct  in  the  regulation  of  work,  plus  the  assist- 
ance of  the  foremen  who  have  the  authority,  and  are  in  a 
position  to  see  that  directions  and  regulations  are  carried  out, 
is  invaluable. 


II.    "SELLING"  ^HE  ENGLISH  CLASSES 
i.    Racial  Leaders. 

Appoint  a  committee  of  racial  leaders  who  are  intelligent 
and  sympathetic  with  the  Americanization  movement.  Pro- 
vide them  with  the  lists  of  foreign-born  employees  (divided 
according  to  nationality)  obtained  from  the  census.  Request 
them  to  interview  every  employee  of  their  nationality  in  the 
factory,  to  explain  to  them  the.  benefits  and  advantages  of 
learning  the  English  language.  Urge  them 


CONDUCT  OF   FACTORY   CLASSES  47 

meetings"  to  explain  the  project,  and  to  help  establish  the 
classes. 

2.  Notices. 

Print  notices  in  English  and  in  the  foreign  languages,  to  be 
posted  on  the  bulletin  boards,  naming  the  date  of  opening  the 
school,  the  place  where  the  sessions  are  to  be  held,  etc.  These 
notices  may  also  be  published  in  the  factory  paper. 

3.  Plant  Meetings. 

Hold  Plant  Meetings  at  which  officials,  heads  of  depart- 
ments, members  of  committees,  and  others  talk  to  the  em- 
ployees on  the  advantages  of  learning  to  speak,  read,  and 
write  English. 

4.  Circulars. 

Circularize  the  factory  with  handbills,  printed  in  English 
and  in  foreign  languages,  calling  to  the  attention  of  employees 
the  advantages  of  learning  the  English  language. 

The  following  is  a  typical  circular  or  handbill,  to  be  used 
for  recruiting  classes: 

SEVEN  REASONS  WHY 
YOU  SHOULD   LEARN  ENGLISH 

1.  Avoid  injury  by  learning  to  read  signs,  warning  you 
of  danger. 

2.  Your  children  learn  English  in  the  Public  Schools. 
You  should  learn  English  too. 

3.  Learn  English  so  that  you  can  talk  to  your  neigh- 
bors, and  others  you  meet  on  the  street,  in  cars, 
trains,  etc. 

4.  Learn  what  the  United  States  Government  is  your- 
self.    Don't  let  others  mislead  you. 


48  PRACTICAL   ENGLISH 

5.  Men  and  women  who  speak,  read  and  write  English 
are  in  line  for  better  jobs. 

6.  Get  a  vote.     Help  to  make  the  laws  you  mi  st  obey. 

7.  You  are  getting  your  living  in  America.     Speak 
the  language  of  America. 

Join  the  English  classes.     Get  your  friends  to  join 
them.     Ask  your  foreman  about  it. 

5.     Personal  Solicitation. 

Urge  membership  by  personal  solicitation  of  the  foremen 
and  fellow  workmen. 

The  names  of  those  desiring  to  go  to  school  should  be 
listed  by  the  racial  leaders  and  the  foremen.  These  lists 
should  be  placed  in  the  hands  of  the  Educational  Director, 
who  shall  organize  classes  from  them. 

III.    ORGANIZATION 

i .  The  following  plan  of  organization  is  based  on  the  pupil's 
knowledge  of  English: 

a.  Beginners'  classes  should  be  made  up  of  pupils  who 
speak  no  English  or  very  little.     (In  the  beginners'  class 
where  numbers  are  adequate,  pupils  of  the  same  nationality 
may  be  placed  together.     This  grouping  should  be  retained 
in  this  class  only,  as  it  serves  to  reinforce  the  tendency 
toward  national   cliques.) 

b.  Intermediate  classes  should  be  made  up  of  pupils  who 
speak  some  English  well,  or  considerable  English  poorly;  who 
have  finished  the  work  of  the  beginners'  class,  or  have  had 
instruction  equivalent  to  it. 

c.  Advanced  classes  should  be  made  up  of  pupils  who 
speak  considerable  English  well,  or  who  can  read  a  simple 
newspaper  article  intelligently. 


CONDUCT    OF   FACTORY   CLASSES  49 

2.     Series  of  Questions  and  Reading  Tests. 
To  be  used  for  classification  and  grading. 

BEGINNERS'  CLASS 

A  beginner  may  be  quickly  determined  by  asking  the  follow- 
ing questions : 

a.  Can  you  speak  English? 

b.  Can  you  read  English? 

c.  Can  you  write  English? 

d.  Can  you  read  and  write  in  your  own  language? 

INTERMEDIATE  CLASS 

Pupils  who  have  completed  the    work    of    the    Beginners' 
Class. 

a.  Where  do  you  work? 

b.  In  what  state  do  you  live? 

c.  What  date  is  this? 

d.  In  what  way  has  learning  English  helped  you. 

Read: 

I  can  buy  a  postal  card  for  one  cent.  A  newspaper 
costs  two  cents.  My  carfare  costs  a  nickel.  A  loaf  of 
bread  costs  thirteen  cents.  I  pay  twenty  cents  for  a 
quart  of  milk. 

ADVANCED  CLASS 

Pupils  who  have  finished  the  work  of  the  Intermediate  Class. 

a.  What  does  the  postman  do? 

b.  Where  do  you  see  these  signs — Exit,  Information, 

Ticket  Office,  Fire  Escape? 

c.  Do  you  understand  the  American  Government? 

d.  Can  you  write  a  letter? 

Have  pupil   read   a   simple   newspaper   article.     Test  his 
ability  to  understand  it. 


50  PRACTICAL   ENGLISH 

j.     Classroom. 

Classrooms  should  be  centrally  located,  with  good  lighting 
and  ventilation,  as  free  as  possible  from  the  noise  of  machinery. 

4.  Equipment. 

The  furniture  should  be  suited  to  the  needs  of  adult  students. 
There  should  be  considerable  blackboard  space,  one  or  two 
bulletin  boards,  a  map  of  the  United  States,  a  map  of  the 
world  and  an  American  flag. 

5.  Supplies. 

One  box  white  crayon;  one  box  colored  crayon;  two  black- 
board erasers ;  three  dozen  pencils ;  two  dozen  pen  holders ;  one 
box  pens;  two  blackboard  pointers;  a  foot  ruler;  equipment 
for  teacher's  desk,  including  red  and  black  ink;  one  package 
of  ruled  manila  paper;  one  package  of  unruled  manila  paper; 
one  package  of  ruled  white  paper;  one  box  thumb  tacks;  one 
box  paper  clips;  two  boxes  colored  pencils;  a  notebook  for 
each  pupil;  one  package  white  name  cards;  ten  sheets  white 
cardboard  and  a  Time  Book. 

6.  Size  of  Class,  Frequency  and  Length  of  Sessions. 

Fifteen  pupils  make  a  good  class.  Meet  at  least  twice  a 
week,  for  a  one  hour,  session. 

7.  Daily  Schedule  of  Classes. 

Schedules  I  and  II  are  arranged  for  eight  classes,  each  of 
which  meets  twice  a  week,  the  classes  to  be  held  either  in  the 
morning  or  afternoon,  during  working  hours.  Four  beginners' 
classes:  Beg.  A,  Beg.  B;  Beg.  C;  Beg.  D;  two  intermediate 
classes:  Inter.  A;  Inter.  B;  two  advanced  classes:  Adv. 
A;  Adv.  B;  are  represented.  The  teacher  can  profitably 


CONDUCT   OF   FACTORY   CLASSES 


spend  the  vacant  periods  from  nine  to  ten  or  from  one  to  two 
in  the  factory,  observing  operations,  and  becoming  acquainted 
with  the  problems  of  hex  pupils  at  first  hand. 

SCHEDULE  I 
9  A.M.  to  2  P.M. 


M. 
~T~~ 

9  to  10 

10  to  ii 

II  tO  12 

I  tO  2 

Factory 

Beg.  A 

Beg.  B. 

Inter.  A 

Factory 

Beg.  C 

Beg.  D 

Inter.  B 

W. 

Adv.  B 

Inter.  A 

Adv.  A 

Beg.  A 

T. 

Factory 

Beg.  B 

Beg.  D 

Beg.  C 

F. 

Factory 

Inter.  B 

Adv.  B 

Adv.  A 

SCHEDULE  II 
i  P.M.  to  5  P.M. 


I   tO  2 

2  to  3 

3  to  4 

4  to    5 

M. 

Factory 

Beg.  A 

Beg.  B 

Inter.  A 

T. 

Factory 

Beg.  C 

Beg.  D 

Inter.  B 

W. 

Adv.  B 

Inter.  A 

Adv.  A 

Beg.  A 

T. 

Factory 

Beg.  B 

Beg.  D 

Beg.  C 

F. 

Factory 

Inter.  B 

Adv.  B 

Adv.  A 

Schedule  I  is  arranged  for  morning  classes.  Schedule  II  is 
arranged  for  afternoon  classes. 

It  will  be  observed  that  pupils  do  not  attend  school  two 
days  in  succession,  for  the  obvious  reason  that  it  would  be 
impractical  to  have  them  leave  their  work  on  two  successive 
days.  It  is  important  also  that  pupils  attend  school  at  a 
time  when  it  is  most  convenient  for  the  foremen  to  permit 
them  to  go,  such  an  arrangement  minimizing  any  loss  to 


PRACTICAL   ENGLISH 


production.  The  classes  should  be  made  up  of  a  few  employees 
from  each  department  rather  than  several  from  any  one 
department. 

Schedule  III  is  arranged  for  classes  which  meet  from  four 
to  six.  It  is  arranged  for  five  classes,  including  three  Begin- 
ners' classes,  Beg.  A;  Beg.  B;  Beg.  C;  one  intermediate  class; 
Inter.  A;  and  one  advanced  class. 

SCHEDULE  III 
4  P.M.  to  6  P.M. 


4  to  5 

5  to  6 

M. 

Beg.  A 

Beg.  C 

T. 

Beg.  B 

Inter.  A 

W. 

Advanced  4  to  6 

T. 

Beg.  A 

Beg.C 

F. 

Beg.  B 

Inter.  A 

The  above  schedules  are  tentative  and  are  merely  intended 
to  be  suggestive.  The  arrangement  of  classes,  while  they  may 
conform,  in  most  respects,  to  those  outlined,  must  be  based  on 
local  conditions  and  requirements. 

8.     A  ttendance. 

It  is  not  a  difficult  matter  to  get  a  large  number  of  em- 
ployees "enrolled"  in  factory  classes.  The  novelty  of  the 
experience  attracts  them.  Some  one  who  works  nearby  may 
be  going  to  school,  so  they  go  along,  too.  For  the  first  week 
or  two  the  attendance  will  be  satisfactory,  but  afterwards, 
unless  the  teacher  takes  direct  and  vigorous  means  to  make 
the  instruction  worth  while,  she  will  find  her  class  growing 
smaller.  Therefore  the  work  should  be  on  a  practical  basis 


CONDUCT   OF   FACTORY   CLASSES  53 

from  the  beginning.  The  first  lesson  should  be  made  as 
strong  as  possible.  A  week  should  not  be  wasted  in  getting 
down  to  business,  for  by  that  time  the  class  may  have 
vanished. 

There  are  many  methods  and  devices  which  are  valuable  in 
securing  and  retaining  attendance.  The  following  devices 
have  been  tried  and  found  successful  in  practice.  The  in- 
genuity of  the  individual  teacher  may  be  employed  in  adapt- 
ing them  to  the  needs  of  her  class. 

a.  On  a  card,  4x5  inches,  write  the  pupil's  name  and 
number,  the  department  in  which  he  works,  the  days  and 
hours  he  is  scheduled  to  come  to  school.     Place  a  mark  (i) 
in  red  ink  on  the  card  each  session  that  he  attends.     This 
makes  an  easy  way  to  check  up  attendance,  and  pupils  take 
great  pride  in   their  record.     They  like   to   see   the   marks 
"grow."     (A  foreigner  in  a  certain  class  insisted  laughingly 
that  this  was  his  "pay.") 

The  card  is  carried  in  the  pupil's  pocket,  and  serves  to 
remind  him  of  the  day  and  hour  when  his  class  meets. 

b.  Write  lists  of  pupils'  names  on  a  piece  of  cardboard  to 
be  posted  on  the  wall  of  the  schoolroom.     Place  a  red  star 
or  a  tiny  flag  after  a  pupil's  name  for  each  five  sessions  that 
he  attends. 

c.  Each  succeeding  month  post  lists  of  names  of  all  pupils 
who  have  attended  regularly  the  previous  month. 

d.  Issue  a  certificate,  6  x  10  inches,  which  will  be  signed 
by  the  Superintendent  of  Schools  and  by  the  Instructor,  to 
be  given  to  those  who  have  a  record  of  perfect  attendance 
for  the  year.     Post  a  copy  of  this  certificate  on  the  bulletin 
board  at  the  beginning  of  the  year,  so  that  pupils  may  know 
of  its  existence  and  become  familiar  with  it. 


54  PRACTICAL   ENGLISH 


AMERICAN    STEEL    COMPANY 
BIRMINGHAM.   ALABAMA 

This  Certifies  that 

has  been  present    at   every    session    of   the 
Americanization  School 


_Supt.  of  Schools 


Date         Instructor 


e.  The  teacher  should  keep  an  accurate  record  of  atten- 
dance in  a  "time"  or  attendance  book.  She  should  make  a 
report  each  day  to  the  Director  or  Supervisor  of  Americaniza- 
tion in  the  plant,  listing  the  absentees.  They  should  be 
followed  up  daily  for  the  purpose  of  information  and  establish- 
ing a  regular  attendance. 

Other  things  being  equal,  the  attendance  reflects  somewhat 
directly  on  the  teacher  and  the  character  of  the  instruction 
given. 

IV.     COOPERATION 
i.     Community  Relations. 

It  is  always  an  advantage  in  any  project  to  have  harmonious 
relations  with  other  agencies  taking  part  in  the  same  activity. 
It  is  also  important  that  there  may  not  be  any  overlapping 
on  the  part  of  these  agencies.  Cooperation  of  the  industry 
with  the  various  societies  interested  and  active  in  Americani- 
zation will  tend  to  broaden  and  strengthen  its  influence  in  the 
community. 

Organization  of  neighborhood  meetings  and  entertainments 


CONDUCT  OF   FACTORY   CLASSES  55 

to  bring  together  native  and  foreign-born,  promotes  better 
understanding  on  the  part  of  both. 

Women's  home  classes  should  be  formed  in  cooperation 
with  the  classes  in  the  industry. 

2.     Newspapers. 

It  is  well  to  keep  in  touch  with  editors  of  foreign  and  Ameri- 
can newspapers  in  the  community.  A  newspaper  can  do 
much  to  further  the  cause  of  Americanization,  and  editorial 
comment  on  its  advantages  proves  very  helpful.  Invite  the 
newspaper  man's  cooperation.  He  may  be  able  to  reach 
someone  who  could  not  be  reached  otherwise. 

V.    LANTERN  SLIDES  AND  FILMS 

The  use  of  lantern  slides  and  films  has  special  value  in 
teaching  such  subjects  as  safety,  sanitation,  industrial  health, 
and  industrial  activities. 

Many  films  have  been  released  recently  which  have  a  direct 
bearing  on  American  life  and  citizenship. 

The  employment  of  moving  pictures  involves  the  use  of  a 
language  common  to  all. 

VI.    LIBRARIES 

Cooperate  with  the  Public  Library  in  establishing  a  branch 
library  in  the  factory.  Insert  reading  notices  concerning 
facilities  in  the  factory  paper,  and  on  the  factory  bulletin 
boards. 

Establish  a  School  Library.  Place  all  available  material 
in  the  way  of  textbooks  (three  copies  of  each),  and  magazines, 
on  a  shelf  where  they  are  accessible  to  employees  at  all  times. 
Encourage  reading  in  school  and  out  of  school. 


56  PRACTICAL  ENGLISH 

VII.     SOCIAL  ACTIVITIES 

Hold  picnics,  outings,  social  mass  meetings,  etc.,  in  which 
the  active  leadership  will  be  assumed  by  native  and  foreign- 
born  in  cooperation  with  each  other.  Supply  opportunities 
when  the  foreign-born  and  the  American-born  may  become 
acquainted  and  associate  in  a  wholesome  environment. 


CONDUCT  or  AMERICANIZATION  IN  PLANT  CLASSES 


MANAGEMENT 

SELLING  THE 
ENGLISH 

ORGANIZATION 

COOPERATION 

LANTERN  SLIDES 

AND 

1 

CLASSES 

I 

1 

FILMS 

DIRECTOR 

1 

COMMUNITY 

1 

OR 

RACIAL 

RELATIONS 

SUPERVISOR 
I 

LEADERS 

1 

I         | 

COOPERATION 
WITH  PUBLIC 
5oioot  AUTHORED 

1 
NOTICES 

BULLETINS 

SERIES  OF 
QUESTIONS  AND 
READING  TESTS 

SOCIETIES 

i 

SANITATION 
I 

1       • 

1 

. 

CLA55 

MEETINGS 

INDUSTRIAL 

OF 

MEETINGS 

ROOM 
1 

HEALTH 
1 

PLANT 

1 
FOREMEN'S 

1 

CIRCULARS 

EQUIPMENT 

LNTERTAINHCNT5 
1  

INDUSTRIAL 
ACTIVITIES 

COMMITTEES 

1 

PERSONAL 
SOLICITATION 

SUPPLIES 
—1— 

HOME 
CLASSES 
I 

1 

AMERICAN 
Lire 

SIZE  OF  CLASS 
FREQUENCY 

NLW5PAPER5 

1 
ClTlZtNSHlP 

LENGTH  orStsiON 

1 

DAILY 
SCHEDULE  OF 
CLASSES 

1 

ATTENDANCE 
DEVICES 

INTERMEDIATE   SERIES 

THERE  is  usually  a  lapse  of  six  months  between  the  closing 
of  the  spring  term  of  Evening  Schools  and  the  opening  of  the 
fall  term.  During  this  period  the  average  alien  who  has 
finished  the  work  of  the  Beginners'  class  may  or  may  not  have 
become  more  fluent  in  the  use  of  English. 

The  degree  of  fluency  which  he  may  have  acquired  will  not, 
in  most  cases,  be  sufficient  to  authorize  any  abrupt  advance 
in  the  subject  matter  which  is  to  form  the  basis  of  his  inter- 
mediate work. 

When  the  pupil  opens  the  Intermediate  book  (and  the  wise 
teacher  will  first  review  the  Beginner's  book),  he  should  be 
conscious  of  the  fact  that  here  is  something  that  he  can  handle 
with  comparative  ease,  even  though  it  is  a  second  book.  He 
should  not  be  discouraged  by  its  difficulty,  although  it  imme- 
diately impresses  him  as  something  new,  vital,  and  interesting. 

It  is  the  author's  belief,  gained  through  several  years  of 
observation  and  study,  that  a  large  proportion  of  the  pupils 
who  leave  Evening  Schools  and  Americanization  classes  do 
so  because  the  increase  in  difficulty  of  the  reading  matter  has 
been  unsuited  to  the  ability  of  the  average  class,  —  because 
the  average  class  could  not  grasp  or  retain  the  work  presented 
to  them. 

It  has  been  true  in  Intermediate  class  work  as  in  Beginners' 
class  work  that  there  has  not  been  a  sufficient  amount  of  well- 
graded  reading  material  to  fill  the  wants  of  a  class  for  a  term. 
The  available  texts  contained,  for  the  most  part,  only  one 

57 


58  PRACTICAL  ENGLISH 

third  of  the  reading  necessary  for  a  year's  work,  and  the  class 
foundered  on  difficult  and  unsuitable  reading  long  before  the 
term  was  completed. 

The  subject  matter,  to  a  great  extent,  has  not  been  suited 
to  the  needs  of  the  adult  pupil,  or  of  such  a  practical  nature 
that  he  could  see  its  connection  with  his  daily  life. 

Every  endeavor  has  been  made  in  the  preparation  of  the 
second  series  of  Practical  English  to  eliminate  these  outstanding 
faults ;  to  provide  a  text  so  carefully  graded  that  the  average 
intermediate  pupil  can  grasp  it  readily,  at  the  same  time  being 
conscious  of  the  fact  that  he  is  progressing,  lesson  by  lesson, 
to  the  work  of  the  Advanced  year ;  and  to  include  in  its  con- 
tent such  information  as  is  useful,  interesting,  and  vital  to  his 
safety,  happiness,  intelligence,  and  right  living,  from  a  social 
as  well  as  a  civic  point  of  view. 

The  lessons,  after  having  been  subjected  to  the  test  of  actual 
classroom  experience,  have  been  remodeled  and  rebuilt  in  the 
light  of  that  experience,  and  represent,  in  their  present  form, 
material  which  not  only  can  be  read  but  actually  has  been 
read  to  th"e  profit  and  enjoyment  of  average  Intermediate 
classes. 

ORAL  READING 

As  has  just  been  stated,  one  of  the  chief  factors  in  Evening 
School  losses  has  been  the  weakness  found  in  the  teaching  of 
reading. 

This  is  true  when  the  texts  used  are  unsuited  to  the  needs 
and  abilities  of  the  class.  It  is  also  true  when  the  teacher 
allows  the  reading  period  to  develop  into  an  uninteresting 
and  meaningless  calling  of  words. 

Many  teachers  err  in  having  too  much  poor  oral  reading, 


INTERMEDIATE   SERIES  59 

which,  needless  to  say,  is  an  advantage  to  neither  the  reader 
nor  the  listener.  For  this  reason  very  careful  preparation 
should  be  given  to  the  pronunciation,  meaning,  and  use  of  the 
pivotal  words  which  are  the  key  to  each  lesson.  After  these 
have  been  mastered  and  the  difficulties  overcome,  the  pupil 
will  be  able  to  read  with  a  degree  of  fluency  and  accuracy 
sufficient  to  warrant  oral  reading  which  is  pleasurable  both  to 
himself  and  the  class. 

The  Exercises  following  each  lesson  provide  further  practice 
and  drill  on  the  text. 

Corrections  in  oral  reading  should  be  made  after  the  pupil 
has  finished  reading,  rather  than  during  the  process. 

Pupils  always  enjoy  hearing  the  lesson  read  aloud  by  the 
teacher.  They  listen  attentively  and  often  gain  a  great  deal 
by  concentrating  their  attention  on  her  correct  pronunciations, 
proper  phrasing,  and  accent. 

It  is  worth  repeating  for  the  sake  of  emphasis  that  oral  read- 
ing is  not  of  real  value  unless  it  can  be  free  from  the  numerous 
errors  of  the  pupil,  and  the  too  frequent  corrections  of  the 
teacher.  To  bring  this  about  pupils  must  be  taught  to  under- 
stand thoroughly  at  least  that  part  of  our  language  which 
forms  the  reading  lesson,  through  the  drill  on  and  use  of  the 
pivotal  or  key  words  and  phrases  which  make  it  up. 

SILENT  READING 

Reading  has  been  denned  as  getting  thought  from  the 
printed  page,  that  is,  from  words  that  are  seen,  not  heard. 

The  greater  part  of  our  reading  in  real  life  is  silent.  We 
do  not  find  it  necessary  to  read  a  newspaper  or  a  magazine 
aloud  to  get  the  thought.  On  the  other  hand,  we  do  frequently 
discuss  or  relate  to  others  what  we  have  read.  Therefore 


60  PRACTICAL   ENGLISH 

pupils  should  also  be  taught  to  read  silently,  and  to  express 
what  they  have  read. 

In  order  to  make  sure  that  pupils  are  getting  what  they 
should  from  silent  reading  the  teacher  will  find  it  necessary 
to  supervise  and  test  this  form  of  reading  very  carefully. 
The  following  are  suggestive. 

DEVICES  FOR  TESTING  SILENT  READING 

I.  Pupils  read  the  lesson  silently  and  the    teacher   asks 
questions  based  on  the  text.     The  pupils  should  give  each 
answer  in  a  complete  sentence. 

II.  Pupils  read  the  lesson  to  themselves  and  the  teacher 
calls  upon  a  pupil  to  reproduce  orally  what  he  has  read.     Other 
pupils,  who  have  also  read  silently,  add  any  information  that 
the  first  pupil  has  omitted. 

III.  Pupils  .may  be  requested  by  the  teacher  to  dramatize 
the  lesson  which  they  have  just  read. 

IV.  The  Exercises  following  each  lesson  should  be  studied 
regularly  at  its  close. 

V.  The  teacher  should  cut  excerpts  from  newspapers  and 
magazines  and,  presenting  one  to  a  pupil,  ask  him  to  read  it  to 
himself  and  tell  the  class  about  it  at  the  next  session.     Later, 
pupils  should  be  encouraged  to  bring  other  interesting  articles 
which  they  have  found  and  explain  them  to  the  class. 

VI.  Pupils  in  an  advanced  class  may  be  asked  to  reproduce 
in  written  form  an  article  or  a  lesson  they  have  read. 

SPELLING 

Seven  out  of  every  ten  foreign-born  pupils  who  come  to 
school  have  a  definite  desire  to  learn  how  to  spell  correctly. 
This  is  true  because  they  naturally  find  it  difficult  to  master 


INTERMEDIATE   SERIES  61 

our  English  words.  In  order  to  give  the  greatest  aid  possible, 
the  teacher  should  choose  very  carefully  the  words  she  gives 
her  pupils  to  spell,  selecting  only  the  ones  which  are  apt  to 
occur  in  the  writing  they  may  be  called  upon  to  do. 

The  time  for  formal  spelling,  with  its  attendant  written 
lesson,  must  be  left  to  each  teacher's  judgment.  The  needs 
of  her  class  should  determine  when  it  is  to  begin.  Considera- 
able  oral  spelling  should  precede  it. 

The  words  containing  the  simpler  sounds  should  be  chosen 
first,  and  the  knowledge  of  sound  combinations  acquired  by 
the  pupils  during  their  study  of  phonics  should  be  taken  ad- 
vantage of.  Concert  work  will  help,  especially  in  the  be- 
ginning. 

A  great  aid  in  the  teaching  of  spelling  is  the  clear  articu- 
lation of  the  teacher.  She  should  strive  to  speak  the  spell- 
ing words  slowly  and  distinctly  and  the  pupil  should  be 
trained  to  imitate  her,  pronouncing  the  word  before  and  after 
spelling  it.  This  not  only  gives  him  practice  in  correct  pro- 
nunciation and  articulation,  but  also  helps  to  emphasize  the 
word  and  its  spelling. 

DEVICES  TO  AID  IN  SPELLING 

I.  Write  spelling  words  on  the  board.     Do  not  give  more 
than  three  or  four  words  for  the  first  lesson.     Have  pupils 
spell  the  words  orally  in  concert,  the  teacher  pointing  to  each 
letter  as  it  is  spelled.     Have  different  rows  spell  all  the  words. 
Go  around  the  class  having  individuals  spell  the  words  in 
rotation.     Have  different  pupils  spell  all  of  the  words  orally. 

II.  Have  pupils,  when  their  ability  permits,  copy  each 
word  five  times.     Ask  pupils  to  spell,  looking  away  from  paper 
or  blackboard. 


62  PRACTICAL   ENGLISH 

III.  Direct  pupil  to  write  on  a  spare  space  on  his  paper  or 
on  the  blackboard  a  word  which  you  name.     Then  permit 
him  to  compare  it  with  the  correct  form  on  the  blackboard. 
This  is  done  before  the  regular  written  lesson  and  often  serves 
to  concentrate  the  pupil's  attention  on  the  correct  form  so 
closely  that  he  is  sure  to  receive  the  correct  image. 

IV.  Pupils  sometimes  like  to  write  the  words  in  the  air 
or  with  the  blunt  end  of  the  pencil.     The  learner  becomes 
fully  conscious  during  this  procedure  as  to  whether  he  does 
or  does  not  know  how  to  spell  the  word  without  hesitation  or 
doubt. 

V.  After  papers  on  which  the  words  have  been  written  are 
picked  up  and  the  written  lesson  is  erased  from  the  board, 
each  of  three  or  four  pupils  may  be  permitted  to  write  one  of 
the  words  on  the  blackboard  for  the  inspection  of  the  class. 

VI.  When  the  words  are  being  dictated  the  teacher  should 
say  them  clearly  and  distinctly,  but  only  once,  thereby  insisting 
on  the  class's  undivided  attention. 

VII.  Pupils  may  be  allowed  to  correct  their  own  or  their 
neighbor's  papers  under  the  teacher's  supervision. 

VIII.  Give  simple  rules  for  adding  -s  or  -es  to  form  the 
plurals,  or  for  doubling  final  consonants,  with  examples  of  each. 

IX.  Group  together  words  of  the  same  family  and  spell 
them  orally  in  a  rapid  drill. 

X.  A  list  of  all  misspelled  words  should  be  kept  on  the 
blackboard  and  in  pupils'  notebooks. 

XI.  Write  the  difficult  part  of  words  in  colored  chalk. 

XII.  Call  attention  to  the  fact  that  there  is  something 
in  the  middle  of  the  word  believe,  which  we  should  never  be- 
lieve, that  is,  lie,  also  that  an  e  precedes  and  follows  the  c  in 
receive,  etc. 


INTERMEDIATE   SERIES  63 

To  teach  pupils  to  spell  correctly  by  the  shortest  and  quickest 
route  it  is  necessary  for  them  (i)  to  spell  orally,  (2)  to  hear  the 
words  spelled  orally,  (3)  to  read  the  letters  from  the  board 
as  they  spell  them  or  hear  them  spelled,  and  (4)  to  write  the 
words  —  thus  getting  the  impression  through  the  visual,  the 
auditory,  and  the  motor  senses. 

ARITHMETIC 

The  arithmetic  taught  in  the  second  or  intermediate  course 
of  Evening  School  or  factory  class  should  have  as  its  founda- 
tion a  complete  review  of  the  work  taught  in  the  first  course. 
Special  emphasis  in  this  review  should  be  given  to  reading 
and  writing  numbers,  United  States  money,  and  the  four 
fundamental  processes.  The  work  should  be  practical  in 
every  detail. 

The  various  forms  and  steps  in  arithmetic  as  taken  up  in  the 
second  series  of  Practical  English  are  as  follows :  dates,  time 
tables,  advertisements,  bills  and  receipts  with  addition  of 
expenditures,  weights  and  measures,  problems,  costs,  money 
orders,  Roman  numerals,  fractions,  interest,  checks,  insurance, 
cable  remittances,  drafts,  and  mail  remittances. 

FACTORY  AND  RELATED  ARITHMETIC 

In  the  factory  class  an  opportunity  presents  itself  for  the 
teacher  to  give  excellent  service.  A  great  many  operations 
in  the  various  departments  of  any  industry  require  a  knowledge 
of  simple  arithmetic.  It  is  the  duty  and  privilege  of  each 
teacher  to  discover  the  arithmetical  requirement  in  the  work 
of  the  employees.  If  it  is  reading  numbers,  she  should  give 
special  attention  to  this  phase  of  arithmetic;  if  the  pupils' 
work  involves  writing  numbers,  addition,  subtraction,  multi- 


64  PRACTICAL   ENGLISH 

plication,  division,  fractions,  decimals,  or  percentages,  the 
time  assigned  to  arithmetic  should  be  used  to  teach  the  class 
these  essential  needs. 

There  is  no  better  way  of  being  of  service  and  of  demon- 
strating to  the  alien  the  value  of  education  than  by  helping 
him  to  be  a  more  efficient  and  a  more  intelligent  workman. 

The  teacher  who  by  her  instruction  in  class  enables  the 
alien  to  compute  his  piece  rates,  make  up  his  week's  pay,  or 
perform  accurately  the  simple  arithmetical  operations  neces- 
sary in  the  daily  task,  thereby  proves  to  both  employee  and 
employer  the  practical  value  of  her  work. 

It  has  sometimes  been  said  by  industrial  firms  doing  Amer- 
icanization that  they  did  not  receive  any  direct  benefit  from 
the  work  in  the  classroom,  nor  did  they  expect  to  do  so. 
This  need  not  be  true. 

An  hour  spent  by  the  teacher  each  day  in  the  factory,  be- 
coming acquainted  with  the  various  operations  and  their 
specifications,  will  enable  her  to  direct  her  efforts  in  the  class- 
room so  intelligently  that  the  difficulties  under  which  many 
aliens  are  working  will  be  smoothed  out.  Many  of  thess 
difficulties  will  be  entirely  removed  by  teaching  the  arithmetic 
related  to  the  job. 

The  average  Evening  School  pupil  in  an  intermediate  class 
knows  sufficient  English  to  tell  his  teacher  what  instruction 
in  arithmetic  will  help  him  most.  The  teacher  who  wish?s 
to  be  of  real  help  to  her  class  will  take  advantage  of  this  knowl- 
edge and  base  her  instruction  upon  it. 

GRAMMAR 

The  grammar  in  an  Intermediate  course  should  be  informal, 
and  based  on  the  most  common  errors  of  the  class. 


INTERMEDIATE   SERIES  65 

As  many  idiomatic  phrases  as  possible  should  be  taught,  and 
attention  always  called  to  them  when  they  occur  in  reading. 

Several  lessons  based  on  informal  grammar  will  be  found 
in  the  text  of  the  second  series  of  Practical  English,  and  par- 
ticular attention  should  be  paid  to  teaching  these  grammatical 
forms. 

NATIONAL  AND  RACIAL  HOLIDAYS 

The  teacher  will  find  it  interesting  and  instructive  to  learn 
something  definite  concerning  the  racial  background  of  her 
pupils.  Through  this  knowledge  she  is  often  able  better  to 
understand  and  help  them. 

A  teacher  should  at  least  acquaint  herself  with  their  national 
heroes  and  holidays.  A  study  of  these  may  be  coordinated 
with  the  study  of  our  American  heroes  and  holidays.  While 
we  naturally  emphasize  the  latter  more,  the  former  should 
receive  some  attention  and  study. 

As  material  for  the  work  of  Americanization,  the  United 
States  Bureau  of  Education  has  prepared  the  following  list  of 
the  most  generally  recognized  holiday  of  each  of  the  principal 
nationalities  and  races  represented  in  the  United  States. 
These  selections  were  verified,  wherever  possible,  by  communi- 
cating with  the  Embassy  or  the  Legation  of  the  respective 
nations  represented : 

Belgium  —  July  21, .  Independence  Day.  (Independence  from  Holland 
secured  in  1831.) 

Czecho- Slovakia  —  July  6,  Martyrdom  of  Jan  Huss  Day. 
Denmark  —  June  5,  Constitution  Day.     (Signed  in  1849.) 
England  —  First  Monday  in  August,  Bank  Day. 
France  —  July  14,  Bastille  Day. 
Greece  —  April  7,  Independence  Day. 
Hebrew  —  April  (or  March),  Passover. 
Ireland  —  March  17,  St.  Patrick's  Day. 


66  PRACTICAL   ENGLISH 

Italy  —  September  20,  Italy  Day.     (Complete  unification  of  Italy.) 

Jugo-Slavia —  June  28,  Kossovo  Day.  (Anniversary  of  Battle  of  Kossovo 
1389.) 

Lithuania  —  March  4,  King  Casimir  Day.     (Patron  of  Lithuanians.) 

Mexico  —  September  16,  Independence  Day.  (Independence  gained  in 
1810.) 

Netherlands  —  August  31,  Queen's  Birthday. 

Norway  —  May  17,  Independence  Day. 

Poland  —  May  3,  Constitution  Day. 

Portugal  —  October  5,  Republic  Day. 

Russia —  Easter  or  Christmas. 

Serbia  —  June  28,  Kossovo  Day.     (Anniversary  of  Battle  of  Kossovo,  1389.) 

Sweden  —  November  6,  Gustavus  Adolphus  Day. 

Spain  —  May  17,  King's  Birthday. 

Switzerland — August  i,  Federation  Day. 

ALLOTMENT  OF  TIME  IN  AN  INTERMEDIATE  CLASS 

The  following  Time  Schedules  are  suggested  for  use  in  the 
Intermediate  class. 

The  pupils  of  an  Intermediate  class  have  already  acquired 
some  power  to  use  the  English  language.  They  have  become 
at  least  partly  assimilated,  and  have  developed  a  greater 
variety  of  needs  than  pupils  of  the  Beginners'  class.  An  impor- 
tant function  of  the  teacher  is  to  make  the  proper  apportion- 
ment of  the  time  in  class  work  so  that  these  needs  may  be 
provided  for. 

The  Time  Schedules  below  are  merely  intended  to  be  sug- 
gestive, and  while  they  may  be  suited  to  the  great  majority 
of  classes,  the  author  strongly  recommends  that  they  be 
adapted  so  that  the  apportionment  of  time  is  based  on  the 
difficulties  and  necessities  of  the  individual  class. 

In  like  manner  we  find  special  needs  among  different  na- 
tionalities. If  a  class  is  composed  of  pupils  of  a  certain  na- 
tionality whose  greatest  need  is  writing,  then  by  all  means 


INTERMEDIATE   SERIES  67 

the  teacher  should  emphasize  this  phase  of  the  work  in  her 
apportionment  of  time. 

In  other  words,  each  teacher  should  study  her  special  prob- 
lem as  presented  by  her  class,  and  adapt  any  program  in  the 
light  of  that  problem. 

It  is  with  these  essential  points  in  view  that  the  following 
allotments  of  time  are  suggested. 

TIME  SCHEDULE  AND  CLASSROOM  PROGRAM 

A 
Arranged  for  a  One-Hour  Session 

I.     ORAL  ENGLISH 15  minutes 

Conversation  —  Review  of  previous  theme  —  Use  of  piv- 
otal words  in  sentences  —  Development  of  new  lesson. 

II.     READING       20  minutes 

Blackboard  and  Book. 

III.  WRITING       15  minutes 

Spelling  —  Dictation 

IV.  PHONICS 5  minutes 

V.  MEMORIZING 5  minutes 

"Facts" 

B 

Arranged  for  a  Two-Hour  Session 

I.     ORAL  ENGLISH 15  minutes 

Conversation  —  Review    of    previous    theme  —  Use    of 
review  pivotal  words  in  sentences. 

II.     ORAL  DEVELOPMENT 15  minutes 

Construction  of  theme  from  new  pivotal  words.  —  Sen- 
tences to  be  written  on  blackboard  as  developed. 

III.  READING       '.    .    2$  minutes 

Blackboard  and  Book. 

IV.  WRITING 15  minutes 

V.     PHONICS • 10  minutes 

VI.  SPELLING  OR  DICTATION    ,  ,    .  10  minutes 


68  PRACTICAL   ENGLISH 

VII.     HISTORY  OR  Civics 15  minutes 

Presentation  of  some  fact  in  history  by  means  of  a  story 
—  Description  of  life  or  achievements  of  some  great 
American. 

Discussion  of  some  phase  of  civics  which  is  directly  ap- 
plicable to  the  life  and  interests  of  pupils. 

VIII.     ARITHMETIC 10  minutes 

IX.     MEMORIZING 5  minutes 

"Facts" 


CLOSING  EXERCISES 

IN  industries,  as  in  communities,  the  various  racial  groups 
are  often  segregated.  We  find  the  Portuguese  people  living 
and  working  by  themselves,  in  like  manner  the  Italians,  the 
Polish,  the  Greeks,  etc. 

Unless  means  are  taken  to  prevent  it,  this  segregation  will 
also  take  place  in  an  Evening  School  or  in  an  Americanization 
School,  because  people  of  like  nationalities  prefer  to  be  together. 

It  is  of  course  true  that  racial  languages  and  customs  are 
perpetuated  in  this  way,  and  that  as  long  as  the  foreigner 
continues  to  live  in  isolated  communities  and  to  remain  in 
isolated  groups,  so  long  will  he  cling  to  the  old-world  methods 
of  thought  and  attitude,  and  so  long  will  he  present  to  America 
a  problem  of  a  very  serious  nature. 

One  way  of  offsetting  this  condition  in  the  Evening  Schools 
and  Americanization  Schools  is  the  introduction  of  social 
features  during  the  year,  when  American-born  and  foreign- 
born  alike  may  mingle  together  and  establish  contacts  of  a 
social  nature. 

One  of  the  greatest  needs  in  American  life  to-day  is  more  di- 
rect contact  between  the  various  groups  of  the  foreign-born 
with  the  native-born  and  with  each  other,  when  race  prejudices 
and  hatreds  may  be  forgotten,  when  firmer  friendships  and 
better  cooperation  may  be  established. 

The  closing  of  a  year's  work  in  immigrant  education  pro- 
vides a  natural  opportunity  for  a  gathering  of  this  kind,  so 
that  pupils  of  all  nationalities  may  meet  together  with  a  com- 

69 


70  PRACTICAL  ENGLISH 

mon  interest  and  receive  from  teachers  and  officials  the  recog- 
nition and  commendation  that  they  so  well  deserve.  At 
such  a  time  certificates  of  regular  or  perfect  attendance,  or  for 
work  accomplished  may  be  presented.1 

Such  an  occasion  provides  also  an  opportunity  to  present 
speakers  of  marked  ability,  sound  judgment,  and  broad  sym- 
pathies, who  will  give  words  of  encouragement  and  good  ad- 
vice to  the  members  of  the  classes.  The  mayor  of  the  city, 
members  of  the  bureau  of  naturalization,  the  superintendent 
of  schools,  the  clergy  and  other  public-spirited  citizens  accept 
willingly  the  invitation  to  be  present  and  talk  to  the  pupils. 

A  gathering  where  the  Portuguese,  the  Polish,  the  Italians, 
the  Greeks,  the  Hungarians,  the  Americans,  and  all  others 
meet  together  in  wholesome  enjoyment,  entertaining  and 
being  entertained  by  one  another,  is  a  welcome  break  in  the 
middle  or  at  the  end  of  a  year  of  hard  work  or  persistent 
effort.  It  can  only  result  in  the  development  of  a  better 
spirit  of  loyalty  to  the  school,  to  the  community,  and  to 
America.  It  also  offers  to  the  alien  a  greater  incentive  to 
learn  our  language  and  be  one  of  us. 

A  program  given  by  the  pupils  is  greatly  appreciated,  and 
can  be  prepared  in  ten  days  or  two  weeks  before  the  exercises 
are  held.  The  teacher  should  strive  to  have  the  program 
rendered  as  well  as  possible.  On  the  other  hand,  she  should 
not  be  discouraged  if  the  speaking  and  reading  numbers  are 
not  perfect,  because  the  very  errors  in  speech  and  pronuncia- 
tion which  are  evident  at  such  a  time  bring  before  the  audience 
the  difficulties  which  have  to  be  overcome  in  class  work. 

Invitations  may  be  sent  out  two  weeks  before  the  closing 
exercises  and  pupils  should  be  urged  to  bring  their  friends. 

1  See  Practical  English,  First  Series,  page  54. 


CLOSING  EXERCISES 


An  invitation  which  is  simple  and  appropriate  is  shown  below. 
The  invitation  may  be  printed  on  white  cardboard. 


You  are  cordially  invited  to  attend 
THE  CLOSING  EXERCISES 

OF     THE 

AMERICAN  STEEL  COMPANY 

AMERICANIZATION    SCHOOL 

Friday,  June  24,  1921 
at  3  P.M. 

Exhibit  of  Work  in  the  Schoolroom 


The  exercises  should  not  be  too  long  and  should  be  varied. 
The  following  program  is  suggestive. 

CLOSING  EXERCISES  OF  THE 

American  Steel  Company 
Americanization  School 

JUNE  24,  1921 

I.     CLASS  MARCH Music  —  Orchestra 

II.     ADDRESS  or  WELCOME Name  of  Pupil 

III.  OUR  COUNTRY Name  of  Pupil 

IV.  ITALIAN  FOLK  DANCE Names  of  Pupils 

V.    AMERICAN'S  CREED Name  of  Pupil 

VI.  ORIGINAL  ESSAY,  "What  America  Means  to  Me."     Name  of  Pupil 

VII.  VIOLIN  SOLO Name  of  Pupil 

VIII.  HE'S  TAKEN  Our  His  PAPERS Name  of  Pupil 

IX.  ADDRESS Mayor  or  Supt.  of  Schools 

X.  VOCAL  SOLO Name  of  Pupil 

XI.  PRESENTATION  OF  CERTIFICATES  ....    Director  of  Education   or 

Official 

XII.  FLAG  SALUTE,  LED  BY  A  PUPIL School 

XIII.  AMERICA    .  All 


72  PRACTICAL  ENGLISH 

EXHIBIT  or  SCHOOL  WORK 

It  is  often  desirable  to  supplement  the  closing  exercises  at 
the  end  of  the  school  year  with  an  exhibit  of  school  work. 

The  object  of  such  an  exhibit  of  the  practical  everyday 
work  done  in  the  Evening  Schools  or  Americanization  schools 
is  to  bring  to  the  attention  of  school  officials,  plant  officials, 
the  pupils  of  the  various  classes,  and  all  others  interested, 
the  character  of  the  work  done  during  the  year.  This  is  a 
good  thing  to  do  from  a  logical  and  a  psychological  point  of 
view.  It  will  serve  to  eliminate  much  that  is  indefinite  in 
the  minds  of  even  our  most  public-spirited  citizens  on  the 
nature  and  practicability  of  the  work.  To  the  pupil  himself, 
and  sometimes  to  the  teacher,  the  progress  shown  is  in  the 
nature  of  a  revelation.  It  may  also  serve  to  set  a  standard 
of  what  may  be  accomplished  in  all  schools. 

It  is  needless  to  say  that  such  an  exhibit  should  be  the  result 
of  regular  classroom  practice  only,  and  that  extra  time  should 
not  be  wasted  in  getting  "show"  material  into  shape.  In- 
stead, specimens  of  everyday  work  should  be  collected  from 
the  beginning  of  the  year,  so  that  when  the  closing  comes  it 
will  only  be  necessary  to  arrange  the  material  for  exhibit 
purposes. 

Black  mosquito  netting  may  be  used  to  good  advantage. 
It  should  be  tacked  on  the  wall  of  the  schoolroom  or  hall,  and 
the  papers  fastened  on  by  means  of  small  card  or  ticket  holders. 

The  exhibit  should  be  posted  in  sections  and  a  card,  designat- 
ing the  character  of  the  work,  placed  on  the  wall  above  each 
section.  For  example,  a  card  about  18  by  5  inches,  with  the 
words  " Handwriting,  Showing  Progress"  printed  upon  it, 
should  be  placed  over  specimens  of  handwriting  showing 


CLOSING  EXERCISES-  73 

progress  from  date  to  date.  Such  specimens  may  be  pasted 
on  dark  cardboard,  with  the  date  of  the  first  attempt  at 
writing  and  later  attempts,  written  in  red  ink  on  each  speci- 
men. The  progress  shown  is  always  a  matter  of  much  com- 
ment, and  is  one  of  the  few  definite  ways  of  showing  the  direct 
results  of  the  efforts  of  both  teacher  and  pupils. 

The  following  suggestions  as  to  the  nature  of  the  exhibit 
are  made  from  the  personal  experience  of  the  author  in  pre- 
paring and  supervising  several  exhibits. 

Handwriting  showing  progress,  original  essays,  social  and 
business  letters,  first  and  second  naturalization  papers  which 
have  been  filled  out  by  pupils,  letters  answering  advertise- 
ments, addressed  envelopes  (letter,  advertisement  cut  from  the 
newspaper,  with  trie  addressed  envelope,  to  be  pasted  on  one 
piece  of  cardboard),  bills,  receipts,  checks,  domestic  and  inter- 
national money  orders  (filled  out  by  pupils),  stories  of  Wash- 
ington, Lincoln,  the  flag  (illustrated),  arithmetic  papers, 
grocery  slips,  pay  checks  signed  by  pupils  unable  to  write 
when  entering  school,  a  production  map  of  the  United  States 
with  pieces  or  pictures  of  cotton,  rice,  copper,  gold,  silver; 
coal,  wood,  fruit,  etc.,  pasted  on  showing  where  these  commodi- 
ties are  found,  production  map  of  your  city,  showing  its  re- 
sources and  factories,  specimens  of  the  articles  made,  in  the 
various  stages  of  production  from  the  raw  material  to  the 
finished  article,  charts  showing  attendance,  the  textbooks, 
and  reading  material  used  during  the  year.  All  of  these  pro- 
vide very  suitable  and  practical  material  for  an  exhibit  and 
should  represent  the  sort  of  work  done  in  any  progressive 
school  for  the  adult  immigrant. 

Notice  of  such  an  exhibit  should  be  posted,  or  included  on 
the  card  of  invitation  to  the  closing  exercises. 


ECONOMY  OF   TIME 

FOR  the  past  twenty  years  and  up  until  quite  recently, 
classes  in  immigrant  education  have  come,  and  classes  in  im- 
migrant education  have  gone,  while  it  seemed  that  the  general 
lack  of  stability  in  immigrant  education  itself  went  on  forever. 

Those  who  have  been  in  the  work  have  seen  on  the  first 
night  the  sidewalks  in  front  of  the  Evening  Schools  thronged 
with  applicants  anxiously  and  even  impatiently  waiting  for 
the  doors  to  open,  that  they  might  have  an  opportunity  to 
enter  and  partake  of  that  which  they  thought  was  within  — 
Education. 

In  October  the  rooms  have  been  overflowing  with  men  and 
women  eager  to  learn  to  speak,  read,  and  write  America's 
language,  to  become  a  part  of  America. 

This  in  October. 

But  how  many  have  ever  witnessed  in  March  these  same 
rooms  overflowing  —  notwithstanding  the  fact  that  new 
registrations  have  taken  place  almost  every  night?  How 
many  teachers  have  seen  in  March  the  same  faces  they  saw 
in  October? 

History  has  repeated  itself,  and  time  after  time  a  large  pro- 
portion of  those  who  came  to  Evening  School  in  October  were 
missing  quantities  and  were  otherwise  engaged  than  in  going 
to  school  before  the  end  or  even  the  middle  of  the  season  came. 

One  of  nature's  laws  is  that  of  cause  and  effect.  So  often 
has  the  foregoing  effect  been  obtained  in  evening  schools  that 
it  is  necessary  to  analyze  the  situation  for  some  of  the  causes. 

74 


ECONOMY  OF   TIME  75 

Why  open  the  topic  of  "Economy  of  Time"  with  the 
question  of  enrollment  in  classes  ?  The  answer  is,  that  there 
is  no  more  important  question  in  any  teaching  project  than 
enrollment,  and  because  it  reflects  in  at  least  five  cases  out  of 
seven  the  character  of  the  work  done  in  the  schoolroom  and 
the  way  in  which  the  time  is  spent.  Because  in  Evening 
Schools  or  in  Americanization  classes  in  an  industry  the 
enrollment  is  a  question  of  primary  importance,  and  because 
there  is  a  direct  relation  between  the  enrollment  and  the 
class  procedure. 

It  is  true  that  enrollment  in  the  Evening  School  is  affected 
by  weather  conditions,  the  location  of  the  school,  the  equip- 
ment, etc.,  and  there  are  some  things  that  affect  enrollment  in 
an  industry  such  as  unsettled  labor  conditions,  the  time  at 
which  classes  are  held,  but  it  is  also  true  that  in  five  cases  out 
of  seven  it  is  the  quality  of  the  work  done  and  the  way  in 
which  the  time  is  spent  which  has  the  greatest  effect. 

And  to  approach  the  fine  quality  of  work  which  must  be 
done  in  the  classroom  in  order  to  retain  the  pupils  and  bring 
success  to  the  teacher's  efforts,  it  is  absolutely  essential  that 
the  most  businesslike  economy  of  time  should  prevail. 

It  is  necessary  to  bear  in  mind  that  in  many  Americaniza- 
tion projects  in  industry  to-day,  men  and  women  meet  for  a 
one-hour  session  twice  a  week,  that  the  sum  total  of  time  in 
which  the  teaching  may  be  done,  teaching  which  must  bear 
the  acid  test  of  results,  is  one  hundred  and  twenty  minutes, 
or  two  sessions  of  sixty  minutes  each. 

In  the  average  Evening  School  the  time  is  limited  to  three 
two-hour  sessions  of  one  hundred  and  twenty  minutes  each. 

In  this  short  time  the  teacher  must  present  her  subject 
matter  in  its  logical  sequence  of  thought  and  development  if 


76  PRACTICAL   ENGLISH 

she  is  to  obtain  the  best  results.  She  must  also  keep  in  mind 
the  high  lights  and  the  salient  points. 

It  is  well  to  remember  that  practically  all  Evening  School 
pupils  are  engaged  in  some  kind  of  work  during  the  day.  In 
an  industry,  production  is  of  primary  importance.  Many 
people  are  occupied  with  piece  work,  where  every  motion  from 
morning  till  night  means  so  much  money  in  the  pay  envelope. 

In  piece  work  the  operator  must  accomplish  a  certain  amount 
of  work  per  hour  and  per  day  if  she  is  to  make  what  she  con- 
siders a  good  day's  pay.  Every  movement  is  studied,  she  or 
he  works  at  top  speed  with  no  false  motions,  with  no  loss  of 
time.  Every  bend  and  twist  of  the  body  counts.  She  has 
studied  her  work  and  specialized  in  economy  of  time,  and  she 
produces  among  other  things,  results. 

In  order  to  prove  to  these  piece  workers  or  perhaps  over- 
time workers  who  know  so  well  the  value  of  time,  that  the 
instruction  in  Evening  School  or  the  Americanization  class 
pays  as  well  or  better  than  the  work  they  do  in  the  shop  during 
the  day  with  their  hands,  to  encourage  them  to  partake  of  this 
instruction,  it  is  necessary  for  the  teacher  to  make  a  study  of 
how  these  pupils  shall  spend  the  hours  with  her  in  the  class- 
room so  that  there,  too,  there  will  be  no  loss  of  time  and  no  false 
motions,  that  every  move  she  or  her  class  makes  shall  count. 

The  teacher,  too,  must  study  her  work,  specialize  in  economy 
of  time,  and  produce  results.  She  must  of  necessity  show  her 
pupils  that  they  are  gaining  something  vital,  or  they  will  not 
come  to  school  after  a  day  of  hard  manual  labor  in  the  shop. 
The  question  arises,  "How  will  she  do  it?" 

Each  lesson  may  be  considered  as  a  unit.  A  unit  in  which 
the  teaching  of  speaking,  reading,  and  writing  of  English  is 
commonly  thought  of. 


ECONOMY  OF   TIME  77 

It  is  necessary  to  analyze  and  break  up  this  unit  into  its 
integral  parts,  and  so  put  it  together  again  in  the  organization 
of  subject  matter  ^that  the  teacher  shall  present  first  the  things 
that  should  come  first  and  present  last  the  things  that  should 
come  last,  with  the  proper  apportionment  of  time  to  each. 

There  must  be  none  of  the  useless,  purposeless  calling  of 
words  sometimes  designated  as  reading,  and  none  of  the  worse 
than  useless,  purposeless  copying  designated  as  writing. 

To  take  the  part  of  teacher  in  a  school  of  that  kind  is  little 
less  than  criminal,  bearing  in  mind  that  men  and  women 
come  to  school  for  assistance  of  the  most  vital  sort,  that  the 
teacher  is  often  their  only  hope,  and  that  there  are  a  hundred 
and  one  occasions  in  the  day  on  their  job,  in  the  home,  and  on 
the  street  when  pupils  need  to  know  how  to  speak  and  read 
English  intelligently,  and  how  to  write  it. 

It  should  also  be  remembered  that,  if  pupils  who  come  to 
school  in  the  hope  of  learning  English  turn  away  through  any 
fault  of  those  in  charge  of  the  work,  such  teachers  and  Ameri- 
canization workers  are  responsible.  They  are  responsible 
for  more  than  failure  in  the  mere  mechanics  of  teaching  the 
language  of  America,  —  for  the  rest  of  America  never  becomes 
truthfully  interpreted  to  the  alien  because  he  has  lost  faith  in 
the  helpfulness  of  one  of  America's  greatest  institutions  —  its 
school  system. 

Too  often  has  this  happened  in  the  past.  Each  teacher 
should  try  to  avert  it  in  the  future.  Economy  of  time  in 
all  class  procedure  is  one  way  in  which  this  may  be  done. 

From  a  broad  study  and  close  analysis  of  classroom  pro- 
cedure, with  economy  of  time  and  effort  in  mind  as  one  of  the 
chief  elements  in  successful  teaching,  the  author  has  found 
it  necessary  to  organize  the  work  so  as  t«  meet  the  essential 


78  PRACTICAL  ENGLISH 

requirements,  that  the  maximum  amount  of  work  might  be 
done  in  the  minimum  time,  rather  than  by  hit  or  miss  methods 
and  a  disorganized  line  of  attack  accomplish  the  minimum 
amount  of  work  with  the  maximum  of  time  and  effort. 

In  bringing  about  this  result,  two  factors  have  been  found 
to  be  of  the  greatest  importance,  namely  the  "Time  Schedule 
and  Classroom  Program"  and  the  use  of  various  devices  to 
arouse  and  maintain  interest  because  the  teacher's  work 
must  be  definite- in  certain  fundamentals,  because  there  must 
be  in  every  teacher's  mind  a  practical  purpose  and  a  definite 
aim,  a  practice  and  an  aim  from  which  waste  is  eliminated 
and  in  which  lost  motions  have  no  part. 

In  the  one-hour  or  two-hour  period  allotted  to  the  teacher,  it 
is  necessary  to  take  advantage  of  every  available  inroad  into 
the  pupils'  consciousness,  to  bring  every  sense  into  play,  if 
she  is  to  accomplish  results  satisfying  to  herself  and  to  her 
pupils. 

To  summarize,  the  aim  of  the  teacher  must  be  definite  rather 
than  indefinite.  Her  purpose  must  be  clear  rather  than  vague. 
No  time  can  be  lost  in  poor  marksmanship  or  hit  or  miss 
methods.  It  is  necessary  for  her  to  have  a  certain  objective 
in  view,  and  to  take  her  class  "over  the  top." 

One  exercise  must  strengthen  another,  and  the  subject 
matter  as  a  whole  must  be  clinched  in  a  definite  and  permanent 
way. 

The  route  the  teacher  takes  in  her  class  work  must  be  as 
clearly  defined  as  careful  preparation  can  make  it. 

She  should  select  with  care  what  shall  be  presented,  em- 
phasizing the  more  important  points  rather  than  the  less  im- 
portant. It -is  necessary  to  get  down  to  business  the  minute 
the  class  enters  the  room  and  to  work  with  them,  or  better 


ECONOMY  OF  TIME  79 

still  to  work  them,  until  the  minute  of  closing  time,  keeping 
each  pupil  so  busily  engaged  with  constructive  work  that  his 
mind  is  not  occupied  elsewhere. 

Let  the  aim  be  specific  and  concise  in  character,  the  teacher 
determining  to  make  the  most  of  the  allotted  time.  The 
pupils  enjoy  the  work  and  will  remain  in  school  as  long  as  they 
are  being  helped. 

These  are  some  of  the  elements  to  plan  for  and  emphasize 
in  any  successful  Evening  School  or  Americanization  School 
program,  and  reduced  to  lowest  terms  may  be  called  "  Economy 
of  Time  in  Classroom  Procedure." 


VC  01356 


5074 ,  I 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


